Estudo sobre a situação do ensino em biologia nas escolas públicas do município de Trindade-GO para alunos com deficiência

Abstract

INTRODUCTION: Teaching biology to students with special educational needs requires that educators be very agile to attract attention and spread knowledge, this requires the use of images, symbols and a lot of imagination. Teaching materials are required for students to explore the content provided in order to obtain the maximum amount of information. OBJECTIVES: To identify how the teaching of Biology occurs in institutions of the state education network of Trindade, Goiás, in order to identify thelimitations of teachers, methodologies used, as well as the profile of teachers. METHODOLOGY: The study was a cross-sectional descriptive, with qualitative and quantitative character, being carried out with five Biology teachers in state schools in the city of Trindade, Goiás. RESULTS: It was identified that three teachers feel little qualified to teach Biology to students with disabilities, even though they have declaredthat they have training in the area of special and inclusive education. Teachers also mentioned having difficulties in teaching the discipline of biology, resorting to the use of a methodological diversity, such as audiovisual resources and teaching materials, adapted assessments and synthetic pieces. In general, they assess the learning levelof their students with disabilities for the discipline of Biology as little and insufficient. CONCLUSION: the use of didactic-pedagogical resources in the teaching of biology isessential in order to promote special education. The adaptations in methodological resources used by the Biology teacher can also contribute to overcoming the adversities experienced in the classroom. However, it was possible to observe throughthe teachers' reports, that the feeling of unpreparedness to work in the classroom in the teaching of students with disabilities is evident.