Abstracts Mathematics

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: Planning in a group of teachers of a socio-scientific didactic sequence in an inclusive education perspective: autism and Covid-19 in the classroom

by Jefferson Felipe Candido Perez

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.