O ensino de física na perspectiva inclusiva: uma revisão integrativa a partir do XXIII simpósio nacional de ensino de física

Abstract

This work presents a reflection on the teaching of Physics and the adoption of educational actions that make the content addressed accessible to students with disabilities. Thus, the focus is on the teaching of Physics from the perspective of the inclusion of students of basic education, in the context of regular school, in particular, in the teaching activities developed in the context of teaching environments, be they classrooms or laboratories supporting the teaching of Physics. The qualitative research takes the form of an integrative review of the literature, adopting as its main body articles on inclusion in the teaching of Physics published in the XXIII National Symposium on Physics Teaching (2019), whose central theme was: The Teaching of Physics in the 21st century: the paths to inclusive education. In order to group and describe the guiding axes of the works developed, the corpus was submitted to a data analysis based on Discursive Textual Analysis. The results of the research show that the scientific production has an emphasis on blindness and deafness, and that it is concentrated in the Southeast region of the country, with the predominance of reports of experiences and presentation of didactic proposals for the teaching of people with disabilities. Narrowing the look to the articles that presented didactic proposals, we sought to identify the characteristics of inclusive actions present in the activities, comparing them with those pointed out in the literature. The evaluated proposals present suggestions for teaching activities and adaptations of concrete materials and experiments to meet the demands of students who need differentiated attention. The results also show that most of the suggestions for strategies for inclusive teaching found in the literature are included in the proposals for didactic materials analysed, showing the concern of teachers with ensuring access to quality education for all students. However, we found proposals for materials and activities for inclusive education very closely linked to exclusionary conceptions, since different, individual and reinforcing activities are still chosen. In the analysis of the articles that dealt with didactic proposals, also emerged from the text conceptions about inclusive teaching. In this way, an instrument was adapted and applied to identify epistemological postures to describe epistemological tendencies that permeate the published works. As a consequence, a clear division of work between the empirical-inductive and constructivist modes was evident, indicating the adoption of an epistemologically pluralistic stance.