O ensino de ciências e biologia na educação inclusiva : uma revisão sobre estratégias e desafios para a docência

Abstract

This study aims to analyze the main challenges and strategies adopted by teachers in the teaching of Science and Biology to promote the inclusion of students with special educational needs. It is an integrative literature review, based on 28 academic publications and official documents, which seeks to understand how teaching practices have responded to diversity in the Brazilian educational context. The methodology followed the systematic steps for integrative reviews, including problem definition, careful selection of studies from the SciELO and Google Scholar databases, analytical reading, and data categorization. The discussion was structured into five thematic axes: inclusive education in Science and Biology teaching; challenges in teacher training; the contributions of Specialized Educational Support (AEE); inclusive pedagogical methodologies and practices; and curricular and evaluative adaptations. The findings show that, although the importance of inclusion is widely recognized, many teachers still feel unprepared to meet the specific educational needs of their students due to insufficient initial training, lack of adapted resources, and limited institutional support. On the other hand, successful experiences highlight that collaborative work between teachers and AEE professionals, the use of assistive technologies, active methodologies, and consistent curricular adaptations are essential strategies to ensure access, retention, and meaningful learning. It is concluded that the consolidation of inclusion in Science and Biology education requires a transformation of school culture, with continuous investment in teacher training, articulation of public policies, and the appreciation of diversity as an essential component of the educational process.