INCLUSION OF PERSONS WITH DISABILITIES IN SCIENCE EDUCATION: DIALOGUES WITH INTERCULTURALITY

Authors

  • Ma. Helayne Cristina Carvalho do Nascimento Federal University of Sergipe
  • Sampaio Federal University of Sergipe
  • Dra. Alice Alexandre Pagan Federal University of Mato Grosso

DOI:

https://doi.org/10.55028/g349v962

Abstract

This study discusses the inclusion of persons with disabilities in Science education in dialogue with interculturality, considering the different experiences, forms of participation, and cultural relations present in the school context. It is guided by the question: does the inclusion of persons with disabilities in Science classrooms involve an intercultural process? The aim is to discuss this inclusion process by analyzing its connections with an intercultural perspective. The study was conducted through a literature review grounded in discussions on the inclusion of persons with disabilities, interculturality, critical multiculturalism, and Science education. The analysis connects historical, political, and pedagogical issues in inclusive education with tensions between universalism and multiculturalism, contributions from interculturality, and discussions on communication, planning, and pedagogical mediation. The literature indicates that inclusion is not limited to access or the adaptation of resources; it also involves recognizing students’ differences, experiences, and forms of participation. It is concluded that an intercultural perspective can contribute to more inclusive pedagogical practices by fostering dialogue, equity, and the confrontation of prejudice, stigma, and barriers in Science education.

Author Biographies

  • Ma. Helayne Cristina Carvalho do Nascimento, Federal University of Sergipe

    PhD candidate in the Graduate Program in Teaching, specifically in Research Line I – Teaching, Curriculum and Culture, affiliated with the Northeast Teaching Network (RENOEN), at the Federal University of Sergipe (UFS), São Cristóvão Campus, State of Sergipe (SE), Brazil. She holds a Master’s degree in Special Education from the Federal University of Rio Grande do Norte (UFRN). She has postgraduate specializations in Psychopedagogy from Faculdade Atlântico and in Special Education from the Federal University of Ceará (UFC). She holds a degree in Pedagogy from the Federal University of Paraíba (UFPB). She works as a teacher and school supervisor in the early years of elementary education for the Municipality of João Pessoa. Her research interests focus on Education, with an emphasis on the teaching and learning processes of written language, including literacy development, as well as Natural Sciences education for children. She also conducts research on and implements inclusive practices aimed at the education of people with disabilities in the early years of elementary education and in Youth and Adult Education.

  • Sampaio, Federal University of Sergipe

    She holds a degree in Pedagogy from the State University of Piauí (2003), a specialization in Portuguese Language and Art Education from the Regional University of Cariri – URCA (2007), a specialization in Public Management from the State University of Piauí (2012), and a Master’s degree in Technology and Management in Distance Education from the Federal Rural University of Pernambuco – UFRPE (2016). She has experience in the field of Education, with an emphasis on Pedagogical Advising. She is a member of the Center for Afro-Brazilian and Indigenous Studies at the Paulistana Campus – NEABI and a researcher in the Research Group on Language, Culture and Education – GELCE, at the Federal Institute of Piauí, registered with CNPq. She also participates in the Center for Assistance to People with Specific Needs – NAPNE at IFPI, Paulistana Campus. She is the Coordinator of the UAB/IFPI Paulistana Center. She currently works as a Pedagogue at the Federal Institute of Piauí – Paulistana Campus and as a basic education teacher in the municipal public school system.

  • Dra. Alice Alexandre Pagan, Federal University of Mato Grosso

    Full Professor in the Department of Biology and Zoology at the Institute of Biosciences (IB) of the Federal University of Mato Grosso (UFMT). She was a research fellow of the Mato Grosso State Research Support Foundation – FAPEMAT (2023). She holds a degree in Biological Sciences (UNEMAT, 2002), a Master’s degree in Education (UFMT, 2004), and a PhD in Education, with an emphasis on Science and Mathematics Education (USP, 2009). She completed postdoctoral research at the Institute of Biology of the Federal University of Bahia (UFBA, 2018). She worked in Epidemiological Surveillance at the Mato Grosso State Health Department (SES-MT) and participated in academic mobility programs at the Institute of Child Studies of the University of Minho, in Braga, Portugal (2007), and at the Centre for Science and Technology Education of the University of KwaZulu-Natal, in Durban, South Africa (2015). She served as an editor of the Brazilian Journal of Research in Science Education (RBPEC) in 2022 and 2023. She has experience coordinating interinstitutional research and technological development projects and has obtained funding through the following calls: 1. Education Observatory, CAPES (2010–2015); and 2. Impacts of the Pandemic, CAPES (2022–2025). She founded and led the Research Group on Mathematics Education and Science Teaching (GPEMEC) at UFS from 2009 to 2020, securing funding from FAPITEC for the development of emerging research groups. She has experience in the field of Education, with an emphasis on Science Education and Health Education, and her main research interests include: 1. Educational technologies: large-scale assessments and vulnerability monitoring with a focus on affectivity; 2. Non-rational dimensions of learning about nature (affective and identity-related), based on an understanding of Ecofeminist movements.

Downloads

Published

2026-09-21

Issue

Vol. 2 No. 22 (2026): DOSSIÊ: INTERSECÇÕES ENTRE EDUCAÇÃO, DIVERSIDADE E INCLUSÃO: A URGÊNCIA DE “TRANSVER O MUNDO"

Section

ARTIGOS

License

Autores que publicam nesta revista concordam com os seguintes termos da Declaração de Direito Autoral da Revista Diálogos Interdisciplinares - GEPFIP:

a) permitem a reprodução total dos textos, desde que se mencione a fonte.

b) mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional;

c) autorizam licenciar a obra com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista;

d) responsabilizam-se pelas informações e pesquisas apresentadas nos textos a serem publicados na Revista Diálogos Interdisciplinares, eximindo a revista de qualquer responsabilidade legal sobre as opiniões, ideias e conceitos emitidos em seus textos;

e) comprometem-se em informar sobre a originalidade do trabalho, garantindo à editora-chefe que a contribuição é original e inédita e que não está em processo de avaliação em outra(s) revista(s), quer seja no formato impresso ou no eletrônico;

f) autorizam à Revista Diálogos Interdisciplinares efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical com vistas a manter o padrão normativo da língua e apresentarem o padrão de publicação científica, respeitando, contudo, o estilo dos autores e que os originais não serão devolvidos aos autores;

g) declaram que o artigo não possui conflitos de interesse.