Inclusive Education and the teaching of Science and Biology from the use of Multifunctional Resource Rooms

Abstract

Due to the growth in enrollment of children and adolescents with special needs in the regular state school network of Sergipe, the demand for inclusive education effectively also increases. The Operational Guidelines of Special Education establish specialized educational care - ESA in basic education and standardize the use of Multifunctional Resource Rooms as a fundamental device in the composition of this service. This work was directed to Inclusive Education in the face of two distinct realities from the perspective of science and biology teachers. Thus, we sought to understand Inclusive Education, considering the role of RMS, emphasizing initial and continuing education and the methodologies addressed in the common classroom. The research was conducted in two schools in the city of Aracaju. During the research, semi-structured interviews were applied with three effective science and biology teachers who attended children/adolescents with special needs in their regular classes. Discursive Textual Analysis was the method for this. Thus, it concluded that RMS are fundamental and contribute greatly to the student's education in regular basic education, assisting in pedagogical practices for teachers in a common environment. There is a lack of initial and continued teacher training in relation to IS practices.