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.