Percepções Docentes Sobre a Utilização Da Metodologia De Resolução De Problemas Para a Educação Inclusiva No Ensino De Química E Ciências

Abstract

TEACHERS’ PERCEPTIONS ABOUT THE USE OF THE PROBLEM-SOLVING METHODOLOGY FOR INCLUSIVE EDUCATION IN THE TEACHING OF CHEMISTRY AND SCIENCE. This manuscript aims to present and analyze the contributions of a training process on the principles of Inclusive Education integrated with the Problem-Solving (PS) methodology. This research intervention involved a 20-hour training course conducted during three consecutive semesters, with a total of 32 participants, including graduates in Chemistry and Biological Sciences from a Brazilian federal public university, as well as Chemistry and Biology teachers working in basic education in Rio Grande do Sul. Data were collected using initial and final procedures, field diary entries, and semi-structured interviews with three participants who implemented PS in a school context. According to the triangulated results, the formative action contributed to the conceptual construction of the theoretical aspects that were worked on. It also demonstrated that PS can democratize the teaching and learning process among students with and without disabilities by considering the different possibilities of learning school problems and representations of scientific knowledge. The methodology favors respect for the students’ developmental specificities, as well as educational interaction and mediation in an active and collaborative way between students and teachers.

A training action for chemistry and science teachers: contribution of problem-solving activities to inclusive education

“…Based on a bibliographic survey and previous experience using the PS technique (de Lima; Pazinato; Passos, 2019;de Lima et al, 2022), the proposed training action was elaborated as shown in Table 1. The classes were coordinated by the teacher-researcher in five live online encounters, each lasting 2 hours, using the MConf platform of the university, together with five non-live activities posted in the Moodle Collaboration virtual environment, totaling 20 class-hours, focusing on the following three topics: (i) principles of inclusive education; (ii) the problem-solving methodology; (iii) how to elaborate problems.…”