A relevância da alfabetização científica para a aprendizagem dos discentes público-alvo da educação especial na área de ciências da natureza: um estudo bibliográfico

Abstract

Bearing in mind that Scientific Literacy is based on active teaching approaches, such as teaching by investigation, which understands the teacher as a mediator and the student as the protagonist of the educational process, this work aimed to understand what is its relevance for students' learning target audience of Special Education in the field of Natural Sciences. For that, we carried out bibliographical research, with a qualitative approach. Aiming to compose the state of the art of this work, we carried out searches in the bank of theses and dissertations of Capes, in Google Scholar, and in five journals relevant to science teaching, namely: Essay Magazine: Science Research; Brazilian Journal of Science and Mathematics Teaching; Investigations in Science Teaching; Amazônia: Journal of Science and Mathematics Education; Actio magazine: Teaching in Science. Theoretically, we are based on Vygotsky (1997; 2010); Lorenzetti; Delizoicov (2001); Chassot (2003); Mantoan (2003); Mendes (2006); Martins (2011); Lira (2012) and Sasseron (2015). After analyzing the selected studies, we infer that Scientific Literacy is very relevant for the learning of students with disabilities, as it understands the differences, adapts to the particular way of learning, and enhances the development of all. Thus, to provide the target audience of Special Education with inclusive and meaningful teaching of Science, it is necessary to make them scientifically literate and, therefore, there is a need for initial and continuing teacher training processes that enable the teachers to this purpose. In addition, the need for more studies in the field of education is highlighted, dealing with the contributions of Scientific Literacy to the learning of students with disabilities, pervasive developmental disorders, and/or high abilities/giftedness.