Inclusive Special Education and Science Teaching: teachers’ perception

Detalhes bibliográficos
Autor(a) principal: Coelho, Caroline Pugliero
Data de Publicação: 2025
Outros Autores: Soares, Renata Godinho, Greco, Adriana Fagundes, Coutinho, Cadidja, Roehrs, Rafael
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/53908
Resumo: The study aims to investigate and describe teachers' perceptions of the challenges and possibilities of teaching science to students with disabilities. The study has exploratory, descriptive and qualitative characteristics, with subjects being 26 science teachers from the municipal network of a city on the Western Border of Rio Grande do Sul. For data collection, a questionnaire was used with questions related to the profile, training and perceptions about Inclusive Special Education and its implementation in science teaching. As for the results, it was evident that in the teachers' perception, continuing education is often promoted with themes decontextualized from the school reality, not considering the demands for inclusion. Furthermore, feelings of unpreparedness were reported, which create difficulties in planning and applying pedagogical proposals that meet the educational needs of students with disabilities.
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spelling Inclusive Special Education and Science Teaching: teachers’ perceptionEducación especial inclusiva y enseñanza de las ciencias: percepción de los docentesEducação Especial Inclusiva e o Ensino de Ciências: percepção de professoresDocênciaEducação em CiênciasInclusãoProfesión DocenteEnseñanza de las cienciasInclusiónTeaching ProfessionScience teachingInclusionThe study aims to investigate and describe teachers' perceptions of the challenges and possibilities of teaching science to students with disabilities. The study has exploratory, descriptive and qualitative characteristics, with subjects being 26 science teachers from the municipal network of a city on the Western Border of Rio Grande do Sul. For data collection, a questionnaire was used with questions related to the profile, training and perceptions about Inclusive Special Education and its implementation in science teaching. As for the results, it was evident that in the teachers' perception, continuing education is often promoted with themes decontextualized from the school reality, not considering the demands for inclusion. Furthermore, feelings of unpreparedness were reported, which create difficulties in planning and applying pedagogical proposals that meet the educational needs of students with disabilities.El estudio tiene como objetivo investigar y describir las percepciones de los docentes sobre los desafíos y posibilidades de enseñar ciencias a estudiantes con discapacidad. El estudio tiene características exploratorias, descriptivas y cualitativas, siendo los sujetos 26 profesores de ciencias de la red municipal de una ciudad de la Frontera Oeste de Rio Grande do Sul. Para la recolección de datos, se utilizó un cuestionario con preguntas relacionadas al perfil, formación y percepciones sobre la Educación Especial Inclusiva y su implementación en la enseñanza de las ciencias. En cuanto a los resultados, se evidenció que en la percepción de los docentes, la educación permanente muchas veces es promovida con temas descontextualizados de la realidad escolar, sin considerar las demandas de inclusión. Además, se reportaron sentimientos de falta de preparación, que generan dificultades en la planificación y aplicación de propuestas pedagógicas que atiendan las necesidades educativas de los estudiantes con discapacidad.O estudo visa investigar e descrever a percepção de professores sobre os desafios e possibilidades do ensino de ciências para alunos com deficiência. O estudo tem características exploratórias, descritivas e qualitativas, sendo sujeitos 26 professores de ciências da rede municipal de uma cidade da Fronteira Oeste do Rio Grande do Sul. Para coleta de dados, utilizou-se um questionário com indagações relacionadas ao perfil, formações e percepções sobre a Educação Especial Inclusiva e sua efetivação no ensino de ciências. Quanto aos resultados, evidenciou-se que, na percepção dos professores, as formações continuadas, muitas vezes são promovidas com temáticas descontextualizadas da realidade escolar, não contemplando as demandas de inclusão. Ainda, foram relatados sentimentos de despreparo, que geram dificuldades no planejamento e na aplicação das propostas pedagógicas que atendam às necessidades educativas dos alunos com deficiência.Faculdade de Educação - Universidade de Brasília2025-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://periodicos.unb.br/index.php/linhascriticas/article/view/5390810.26512/lc31202553908Linhas Críticas; Vol. 31 (2025); e53908Linhas Críticas; Vol. 31 (2025); e53908Linhas Crí­ticas; v. 31 (2025); e539081981-04311516-489610.26512/lc.v31ireponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/53908/42452https://periodicos.unb.br/index.php/linhascriticas/article/view/53908/42464Copyright (c) 2025 Caroline Pugliero Coelho, Renata Godinho Soares, Adriana Fagundes Greco, Cadidja Coutinho, Rafael Roehrshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCoelho, Caroline PuglieroSoares, Renata GodinhoGreco, Adriana FagundesCoutinho, CadidjaRoehrs, Rafael2025-04-28T12:47:57Zoai:ojs.pkp.sfu.ca:article/53908Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2025-04-28T12:47:57Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Inclusive Special Education and Science Teaching: teachers’ perception
Educación especial inclusiva y enseñanza de las ciencias: percepción de los docentes
Educação Especial Inclusiva e o Ensino de Ciências: percepção de professores
title Inclusive Special Education and Science Teaching: teachers’ perception
spellingShingle Inclusive Special Education and Science Teaching: teachers’ perception
Coelho, Caroline Pugliero
Docência
Educação em Ciências
Inclusão
Profesión Docente
Enseñanza de las ciencias
Inclusión
Teaching Profession
Science teaching
Inclusion
title_short Inclusive Special Education and Science Teaching: teachers’ perception
title_full Inclusive Special Education and Science Teaching: teachers’ perception
title_fullStr Inclusive Special Education and Science Teaching: teachers’ perception
title_full_unstemmed Inclusive Special Education and Science Teaching: teachers’ perception
title_sort Inclusive Special Education and Science Teaching: teachers’ perception
author Coelho, Caroline Pugliero
author_facet Coelho, Caroline Pugliero
Soares, Renata Godinho
Greco, Adriana Fagundes
Coutinho, Cadidja
Roehrs, Rafael
author_role author
author2 Soares, Renata Godinho
Greco, Adriana Fagundes
Coutinho, Cadidja
Roehrs, Rafael
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Coelho, Caroline Pugliero
Soares, Renata Godinho
Greco, Adriana Fagundes
Coutinho, Cadidja
Roehrs, Rafael
dc.subject.por.fl_str_mv Docência
Educação em Ciências
Inclusão
Profesión Docente
Enseñanza de las ciencias
Inclusión
Teaching Profession
Science teaching
Inclusion
topic Docência
Educação em Ciências
Inclusão
Profesión Docente
Enseñanza de las ciencias
Inclusión
Teaching Profession
Science teaching
Inclusion
description The study aims to investigate and describe teachers' perceptions of the challenges and possibilities of teaching science to students with disabilities. The study has exploratory, descriptive and qualitative characteristics, with subjects being 26 science teachers from the municipal network of a city on the Western Border of Rio Grande do Sul. For data collection, a questionnaire was used with questions related to the profile, training and perceptions about Inclusive Special Education and its implementation in science teaching. As for the results, it was evident that in the teachers' perception, continuing education is often promoted with themes decontextualized from the school reality, not considering the demands for inclusion. Furthermore, feelings of unpreparedness were reported, which create difficulties in planning and applying pedagogical proposals that meet the educational needs of students with disabilities.
publishDate 2025
dc.date.none.fl_str_mv 2025-04-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/53908
10.26512/lc31202553908
url https://periodicos.unb.br/index.php/linhascriticas/article/view/53908
identifier_str_mv 10.26512/lc31202553908
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/53908/42452
https://periodicos.unb.br/index.php/linhascriticas/article/view/53908/42464
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 31 (2025); e53908
Linhas Críticas; Vol. 31 (2025); e53908
Linhas Crí­ticas; v. 31 (2025); e53908
1981-0431
1516-4896
10.26512/lc.v31i
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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