Formação de professores de ciências para pessoas com deficiência intelectual: uma pesquisa bibliográfica
Abstract
The training of teachers in the natural sciences is a field of knowledge that is related to
various other areas and undergoes changes with each alteration in the historical, social and
political process, as well as being a subject that has been widely researched over the years.
This paper seeks to answer the following question: What does the literature say about the
training of science teachers for people with intellectual disabilities? The aim is to highlight
the fundamental elements for the training of natural science teachers from an inclusive
perspective for PwID. The technical, practical, critical and communicative rationalities were
used as theoretical foundations for teacher training models. The fundamentals of defectology
were used as a basis for the development of people with intellectual disabilities. The
following descriptors were used in the bibliographical research: teacher training, science
teaching and intellectual disability, and the search was carried out in the Scientific Electronic
Library Online (SciELO) databases. Based on the survey and the inclusion and exclusion
criteria established, 7 articles were obtained for analysis. This data analysis was carried out in
the light of content analysis, seeking to highlight elements considered fundamental to teacher
training for maximum learning, so that they can also offer their students maximum learning.
To this end, elements that are similar to or different from dialogic learning were highlighted,
given that dialogic learning advocates maximum learning for all. The results obtained show
that teacher training in Brazil, although theoretically valued, lacks effective practical
implementation. The importance of continuous teacher training is highlighted, balancing
content mastery and pedagogical reflection based on communicative rationality. Despite
changes in educational policies, such as the LDB and the DCNs, a technical approach still
prevails, focused on the transmission of content. The research also reveals a significant gap in
science teaching for IDPs, with few studies directly addressing the training of teachers to
work with these people in the classroom. Existing research focuses more on visual and
hearing impairments, with less attention paid to intellectual disabilities. There is also a
scarcity of studies relating Dialogic Learning to inclusive science teaching. The conclusions
indicate that the general objective of highlighting fundamental elements for inclusive teacher
training was partially achieved. The research suggests the need to expand investigations into
science teacher training for IDPs, including longitudinal studies with a broader thematic
scope. This future research could be carried out at doctoral level, deepening the understanding
of inclusive pedagogical practices and contributing to more effective and equitable teacher
training.
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