Representações sociais da educação especial na perspectiva inclusiva: concepções de discentes de biologia e docentes de ciências naturais

Abstract

Through Social Representations - SR, we can learn about the way in which a human group builds its knowledge and expresses its identity. SR are also understood as forms of socially elaborated and shared knowledge that help us apprehend everyday objects, in addition to mastering the environment, communicating facts and ideas, as well as situating ourselves as people and groups. Identifying the social representations of Biology undergraduates and Natural Sciences teachers, and comparing them, is important for a reflection on the initial training of these teachers, as well as the development of their continued training. We aimed to identify the social representations of Biology graduates and in-service Science teachers from the municipal educational network of Campina Grande in relation to inclusion in the teaching of Natural Sciences. This is a descriptive research with a qualitative approach carried out on campus I of the State University of Paraíba, in the city of Campina Grande/PB, and at the City Department of Education of Campina Grande/PB. The participants in this research were undergraduate students in Biological Sciences, who still do not teach, from the State University of Paraíba, Campus I (Campina Grande/PB) and Natural Sciences teachers, belonging to the municipal Education Network of Campina Grande – PB. The sample consisted of 61 individuals, 37 Biological Sciences students and 24 Natural Sciences teachers. The instruments used for data collection were the Free Word Association Test (TALP) and a semi-structured questionnaire. Data processing and analysis were carried out using techniques that integrate the content analysis proposed by Laurence Bardin and, for data analysis, the IRAMUTEQ® software was used. Regarding the similarity analysis, in the similarity tree, the Biology students observed the connection between methodologies with inclusion, didactics and accessibility; and accessibility with diversity and this with adaptation. In the similarity analysis of Natural Sciences teachers, adaptation was connected to challenge and learning and the term respect, with inclusion and learning. Finally, it is observed that social representations about inclusion in science teaching were restricted to disability and that for practicing teachers, inclusion represents a challenge, as they feel a need for professional training to work with this particular group. As for Biology students, there is a need for different methodologies and accessibility for this audience.