Os quelônios e o ensino de ciências para estudantes com deficiência intelectual

Abstract

ABSTRACT The present study proposes the use of chelonians to stimulate the learning of students with intellectual disabilities. This proposal is based on the assumption of valuing non-formal spaces for science teaching, focusing on the use of chelonians, which are docile animals, which can enhance the cognitive and emotional aspects of special education students. The study was carried out in two research sites, the first of which was the André Vidal de Araújo Municipal School of Special Education. The second location, the Center for the Study of Chelonians in the Amazon - CEQUA, located at the National Institute for Research in the Amazon - INPA. Our objective is to understand how turtles can be used as a pedagogical resource in science teaching for the evolution of cognitive and emotional aspects of students with intellectual disabilities. The study participants are 02 teachers and 18 students with intellectual disabilities. The methodological procedures cover qualitative methodology practices, having as data collection techniques the interviews, the participant observation and the proposition of a didactic sequence. To analyze the collected data we used the Discourse Analysis. The results indicate that the teaching of Sciences with the theme of chelonians represents an opportunity for the development of the students' intellect, through their interaction with the social environment, having as a place of learning the educational spaces of an Amazonian nature, this favored the evolution of development of the cognitive and emotional aspects of students with intellectual disabilities using terrestrial turtles such as "the tortoise" (chelonoidis denticulatus and carbonarius), through the didactic sequence carried out as a pedagogical resource in science teaching. In view of the above, the conclusions point out that the experience with the didactic sequence provided interaction with the students in a different scenario from that found in the classroom, which allowed them to experience the content addressed in practice, which, in turn, provided the students with multisensory experiences. which contributed to the perceptions of the theme. In this way, emotions were present and made learning remarkable for students with intellectual disabilities, since it was possible to teach students both aspects of the morphological structure and the movement and feeding of terrestrial chelonians focused on the need for preservation and conservation of the species. It is also important to emphasize the significance of pedagogical mediation in the pedagogical work of teachers acting as mediators in the SD together with the students. It is also necessary to highlight some obstacles with regard to the reading presented by the students during the participation in the games, such as: difficulty in understanding the rules and problems of concentration during the activities, however even with these adversities the chelonian theme presents a content promoter of meaningful learning insofar as it is contextualized as a regional element. Keywords: Learning. Non-formal spaces. Animals. Cognition. Intellectual disability.