Desenvolvendo potencialidades: a inclusão no Ensino de Ciências numa perspectiva Vygostskyana

Abstract

In the inclusive perspective of education, the focus is not the student's disability, but the means, spaces, environments and resources to be adapted so that they become accessible to the specificities of each student. Within this inclusive educational process, we try our best to understand the child's capabilities and potentialities in regular classrooms, together with other classmates. Based on the theories of Russian psychologist Lev Vygotsky about social compensation, where he sought to understand the adverse situations that hinder the full development of the human being, looking at the limitations as an opportunity to develop other skills of the child, an Inclusive Activities Guide for Science Teaching was built. These activities guide the teacher's work, through experimental scripts that were applied in an inclusive approach in a 9th grade classroom in a public school in the countryside of São Paulo state. The scripts that made up the Guide provided the materials, means of implementation, estimated costs, in addition to providing QR codes, with access to supplementary materials, such as videos on trivia, tutorials and attachments related to the proposed activities. In order to favor the participation of all students in the teaching-learning process, these activities were planned so that their execution and monitoring was possible regardless of the existence of any deficiency or educational need of any student, providing active participation, in which the student could be the central protagonist of the experimentation process, literally putting his hands in the dough, and aiming to understand the scientific concepts addressed, which were directly related to the five senses.