This master's thesis constitutes a research in the area of Science Teaching
with a focus on students with Intellectual Disability (ID) and aimed to build a
pedagogical alternative, based on the methodological proposal Mão na Massa based
on activities that favor access scientific knowledge to all students. The investigation
took place in a municipal school, and involved both students with intellectual
disabilities and effective science teachers from the teaching network. This research is
qualitative in nature, applied and descriptive research. As for data collection and
analysis procedures, document analysis and content analysis according to Bardin
were adopted. In the development of the research, we present some theoretical
notes on inclusive education, intellectual disability and the use of more active
learning proposals in science teaching, in the sense of enabling students with
disabilities to develop skills and abilities in the construction of scientific knowledge.
The investigation stages took place in three distinct moments: the characterization of
the evaluation and learning process of the researched students, the creation of a
notebook in digital format (e-book) composed of five didactic sequences (educational
product), as well as the evaluation and validation of this material by professors in the
area. The results showed that the enrollment of students with disabilities is a reality in
the educational scenario, which requires changes in the attitude of the school and in
the pedagogical practice of its teachers, making it possible to highlight the
weaknesses in the inclusion process. Regarding the didactic sequences, the
proposal was well accepted by the teachers, as the data analyzed in the light of the
theoretical framework, successfully met the proposed evaluation items. The didactic
sequences were made available to teachers with a view to asserting their
applicability, so it is expected that the results of this study open space for new
research to be carried out and strengthen actions in favor of building schools that
value differences.
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