Planejamento em um grupo de professores de uma sequência didática de caráter sociocientífico numa perspectiva da educação inclusiva: o autismo e a Covid-19 em sala de aula
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Data
2022-02-28
Autores
Perez, Jefferson Felipe Candido
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Universidade Estadual Paulista (Unesp)
Resumo
Tendo em vista o crescimento das pesquisas relacionadas à inclusão na área de educação científica, percebemos que, entre a várias problemáticas investigadas, há uma lacuna que se refere ao distanciamento entre o contexto da pesquisa e a prática inclusiva nas escolas. A despeito disso, o ensino que a maioria das escolas oferece hoje somente fortalece o modelo de manutenção de medidas excludentes. Por outro lado, a formação de professores de ciências tem produzido uma demanda crescente por ações e pesquisas no viés da formação crítica de professores. À luz da Educação Dialógica Libertadora e da Teoria da Ação Comunicativa, este trabalho tem como objetivo compreender as dificuldades para constituir um grupo que pode ser qualificado como um Pequeno Grupo de Pesquisa (PGP), durante a preparação de uma sequência didática de caráter sociocientífico numa perspectiva de Educação Inclusiva de ciências e matemática do ensino médio público, numa sala de aula onde havia um aluno diagnosticado com Transtorno do Espectro Autista TEA. O PGP é um grupo de formação e a atuação dos professores, na interface escola-universidade, em que a comunicação se estrutura a partir do conceito de mundo da vida, de Jurgen Habermas. Mundo da vida é um contexto linguístico e pragmático em que ocorrem comunicações livres de coerções e distorções e em que a linguagem é concebida como médium linguístico em que ocorre o entendimento mútuo. Para nos aproximarmos da educação elegemos a pedagogia freiriana, entendida como interação entre educador e educandos pautada pelo princípio da busca de igualdade “por meio de que as práticas educativas desenvolvem-se a partir dos seguintes processos: o professor ao ensinar, aprende e, em contrapartida, o aluno ao aprender, ensina” (FREIRE, 1996). De forma amarrada com esse aporte teórico, assumimos uma concepção de inclusão fundamentada no princípio da valorização da diferença, pautada por um processo de ensino e aprendizagem com igualdade de oportunidades e por um processo formativo/educativo marcado pela interação sociocultural. Nosso contexto de investigação é caracterizado pela pesquisa do tipo participante, uma vez que nos dedicamos ao trabalho de preparação de uma sequência didática em um grupo de discussão dois professores uma escola pública. Para a análise de dados, apoiamo-nos em Laurence Bardin. Nossos resultados apontam para dificuldades de constituição do PGP no sentido de que, a despeito da grande disposição e desejo para o trabalho coletivo dos participantes, os dados revelam pouco cuidado com a elaboração de objetos de pensamento comuns a todos participantes.
In view of the growth of research related to inclusion in the area of science education, we realized that, among the various issues investigated, there is a gap that refers to the distance between the context of research and inclusive practice in schools. Despite this, the education that most schools offer today only strengthens the model of maintaining exclusionary measures. On the other hand, the science teacher education has produced a growing demand for actions and research on the scope of critical education. In the light of Liberation Dialogical Education and the Theory of Communicative Action, this work aims to understand the difficulties of constituting a group that could be qualified as a Small Research Group (PGP), during the preparation of a public high school science and mathematics didactic sequence, in a classroom where there was a student diagnosed with Autism Spectrum Disorder (ASD). The PGP is a group for the formation and action of teachers, at the school-university interface, in which communication is based on the concept of the life world, by Jurgen Habermas. Life World is a linguistic and pragmatic context in which communications occur free of coercion and distortions and in which language is conceived as a linguistic medium in which mutual understanding occurs. In order to approach education, we chose Freirean pedagogy, understood as an interaction between educator and students guided by the principle of the search for equality “through which educational practices develop from the following processes: the teacher, when teaching, learns and, and, the student, when learning, teaches” (FREIRE, 1996). In line with this theoretical framework, we assume a conception of Inclusion based on the principle of valuing difference, guided by a teaching-learning process with equal opportunities and by a formative/educational process marked by sociocultural interaction. Our investigation context is characterized by participant research, since we are dedicated to the work of preparing a didactic sequence in a discussion group with two teachers in a public school. For data analysis, we rely on Laurence Bardin. Our results point to difficulties in constituting the PGP in the sense that, despite the great disposition and desire for collective work of the participants, the data reveal little care in the elaboration of objects of thought common to all participants.
In view of the growth of research related to inclusion in the area of science education, we realized that, among the various issues investigated, there is a gap that refers to the distance between the context of research and inclusive practice in schools. Despite this, the education that most schools offer today only strengthens the model of maintaining exclusionary measures. On the other hand, the science teacher education has produced a growing demand for actions and research on the scope of critical education. In the light of Liberation Dialogical Education and the Theory of Communicative Action, this work aims to understand the difficulties of constituting a group that could be qualified as a Small Research Group (PGP), during the preparation of a public high school science and mathematics didactic sequence, in a classroom where there was a student diagnosed with Autism Spectrum Disorder (ASD). The PGP is a group for the formation and action of teachers, at the school-university interface, in which communication is based on the concept of the life world, by Jurgen Habermas. Life World is a linguistic and pragmatic context in which communications occur free of coercion and distortions and in which language is conceived as a linguistic medium in which mutual understanding occurs. In order to approach education, we chose Freirean pedagogy, understood as an interaction between educator and students guided by the principle of the search for equality “through which educational practices develop from the following processes: the teacher, when teaching, learns and, and, the student, when learning, teaches” (FREIRE, 1996). In line with this theoretical framework, we assume a conception of Inclusion based on the principle of valuing difference, guided by a teaching-learning process with equal opportunities and by a formative/educational process marked by sociocultural interaction. Our investigation context is characterized by participant research, since we are dedicated to the work of preparing a didactic sequence in a discussion group with two teachers in a public school. For data analysis, we rely on Laurence Bardin. Our results point to difficulties in constituting the PGP in the sense that, despite the great disposition and desire for collective work of the participants, the data reveal little care in the elaboration of objects of thought common to all participants.
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Inclusão escolar, Física - Estudo e ensino, Matemática - Estudo e ensino, Transtorno do espectro autista, Ciência - Estudo e ensino, Ensino de física, Ensino de matemática, Ensino de ciências, Physics teaching, Science teaching, Mathematics teaching, Teaching, Autism spectrum disorders, Physics, Mathematics, Science, School inclusion