O ensino de ciências e da matemática na perspectiva inclusiva: um estudo de caso sobre o uso de tecnologia assistiva nos anos iniciais do ensino fundamental de uma escola pública da rede municipal de Aracaju/SE

Abstract

The central question of this research is to know how teachers at a school in Aracaju/SE who adopt Waldorf Pedagogy practices, use assistive technologies to include students with disabilities in Science and Mathematics classes. The objective of the research is to understand how teachers relate the use of Assistive Technologies in the teaching of Science and Mathematics from an inclusive perspective in the early years of Elementary Education in a school that works with the Waldorf philosophy. The choice of the object of study arose from dialogues obtained with teachers who teach from the first to the fifth year, in the early years of elementary school, who considered that working giving assistance to students with and without disabilities hinders the progress of the process in the classroom. regular class, in addition to sometimes feeling impotent and not knowing how to develop an inclusive work. The research approach is qualitative, of a basic strategic nature. The investigation is descriptive, in loco. The scientific method of approach is hypothetical-deductive. The adopted research method is the intrinsic single case study. The research is structured in three stages: in the first stage, an attempt was made to relate the concepts that involve the teaching of Science and Mathematics, Assistive Technology and Waldorf pedagogy, in which a survey of data was carried out through school documents, Political Pedagogical Project (PPP), Internal Rules, Teaching Plan and Lesson Plan, in order to map the number of classes, enrolled students, effective and substitute teachers, and classes that have enrolled students with morbidity and/or disability. In the second stage, it was observed whether it is possible for teachers to use Assistive Technologies within Waldorf pedagogy. For this moment, the following data collection instruments were used: structured interview, application of a questionnaire and systematic observation in the classroom of a thirdyear elementary school class and in other areas of the school. In the third stage, it was intended to identify which Assistive Technologies teachers use in their educational practices in the teaching of Science and Mathematics with Waldorf inspiration that enable the inclusion of students with and without morbidities and disabilities, using as sources of information and theoretical reference the studies by researchers who discuss inclusion, assistive technology, teaching practices, teacher training, and science and mathematics teaching. The authors who endorse the research are: Maria Tereza Mantoan (1997), addressing inclusion; Veleida Anahí Capua da Silva Charlot (2020), Helen Ward and Judith Roden (2009) addressing Science and Mathematics Teaching; Eromi Izabel Hummel (2015) and Teófilo Galvão Filho (2012) scoring on Assistive Technology; Tardif (2019), talking about teacher training; and Rudolf Steiner (1900) discussing Waldorf Pedagogy. For data analysis, the technique of Bardin (2016) Content Analysis was used. The investigation understood how teachers materialize assistive technologies in their practices at school inspired by Waldorf pedagogy and whether assistive technologies and Waldorf pedagogy meet, transform or complement each other.