Demandas e processos formativos de professores de ciências da natureza: desenvolvimento de práticas pedagógicas inclusivas

Abstract

The present study deals with the demands and training processes of teachers who teach the Sciences of Nature and in this context it is questioned “What are the contributions of a proposal for continuing education developed based on the demands of teachers who teach science for the promotion of inclusive pedagogical practices with Special Education Target Audience students in public high schools”? This research aimed to analyze the contributions of a proposal for continuing education for teachers who teach science, structured based on the demands of these professionals in the development of inclusive pedagogical practices with Special Education Target Audience students/SETA. The research was developed based on a qualitative approach of the collaborative type, with a qualitative content analysis method. Participated in the research: the researcher, nine science teachers from three public high schools in the municipality of Marabá/Pará, two scientific initiation fellows PIBIC/CNPq; PIBIC/FAPESPA. A focal group technics was used along with an interview with a script of triggering questions that streamlined recorded and transcribed dialogues and reflections, which arranges a set of training needs of science teachers regarding the development of inclusive pedagogical practices. A blended learning course in a virtual learning environment/VLE was structured and developed in four modules totaling 180 hours and questionnaire application within the scope of the research. Two categories of analysis were arranged for analysis data: 1) Teacher training demands in the field of special education and the challenges of pedagogical practice for inclusive science teaching; 2) Training strategies and indicators of professional learning of teachers who teach science. The results showed that continuing education with a curricular proposal based on teacher training demands, focused on reflections, rethinking and reconstructing their own practice, guided by accessible pedagogical principles and strategies for inclusive science education, thus contributing to professional development. The collaborative research provided the development of a formative experience in the area of special education, which contributed in resizing the pedagogical practice of the participating teachers who teach science. The formative process did not intend to remedy the totality of gaps and/or demands for training, but it intended to develop an experience in which, with systematic monitoring and scientific analysis, they identified the contributions that could provide subsidies to teacher education policies in the education networks regarding the effectiveness of the principles of inclusive education. In conclusion, when working with a training curriculum linked to the real needs of the teachers and with the development of training strategies in the semipresence modality, expectations, participation, collective learning and professional improvements of teachers who teach science in high school were possible to satisfactorily answer.