Alunos com deficiência intelectual e o ensino de ciências

Abstract

In Brazil only in the late twentieth century is that oral language has been presented as a content of elementary school, a requirement of the National Curriculum Parameters. This document has guided the pedagogical practices in our country, indicating that it is the role of school lead the student to learn, use of oral language in the most different forms of communication. This paper presented to investigate the contributions of scientific language and everyday knowledge, and to evaluate the learning progress with the students with intellectual disabilities of a public school in Maceio. The theme researched addressed the Mundaú Lagoon, set in the context of science education, also integrating with socio-cultural aspects of students, valuing prior knowledge, considering social issues surrounding the community which it operates. The study subjects were 15 special students, which are included in the classroom with regular students, but receive attention in Educational Service Specializing room (ESA), twice a week, during 2 hours each meeting, at a different time of day that the regular class. For better development of school learning process of these students was facilitated the implementation of the language of the day-today scientific concepts to be addressed previously. For this, we sought to actions for pedagogical implementation, such as the use of music, crafts and theater. Works to produce various objects and exposure of crafts in school allowed the special students interact with the school community. In the first step we have worked with a parody, in which the subject explored the reality of fishermen and shellfish pickers. The next step sought the development of motor skills, with the production of handicrafts, ending with an art exhibition at school. The third stage presented to the school community a play called pond clam Mundaú. The process of evaluating the progress of these students required the observation of the development of their skills and their dialogues with colleagues and family. It was also applied a task after the staging of the play to analyze and evaluate the progress of student learning. In this sense, it was observed that students with intellectual disabilities were able to have improved their interaction with the school community and the interaction with other colleagues in the regular room, through the actions view. It was also found that there was the appropriation of scientific concepts to acquire new knowledge of the teaching of science. Before the interventions identified clams just like animals that had the body covered with shells. There was a change in the cognitive development of students, to learn that the snails have shells instead of shells, which are bivalves, they are composed of two shells which are invertebrates. When implemented pedagogical practices that favor this process, meeting the current needs for school inclusion.