THE TEACHING OF NATURAL SCIENCES IN PUBLIC ELEMENTARY EDUCATION IN ALTAMIRA/PARÁ AND ITS CHALLENGES FOR INCLUSION: THE ROLE OF THE EDUCATOR IN FRONT OF THE INCLUSIVE PROCESS

Abstract

The present work has the purpose of reflecting on the approaches related to the inclusive educational context, referencing the specific subjects of the teaching of natural sciences in the elementary school of the municipal network in Altamira Pará. the access and permanence of students with special educational needs present in the public school system. In this sense, the school of rationality is divided into teaching modalities. However, by assuming the position of breaking with the foundations of an educational structure, as evidenced in the inclusive context, we can find a way out so that the school can expand its training action for all those who effectively participate in it (Mantoan, 2003). Data collection for the consolidation of the methodology apprehended in the work took place through a semi-structured interview with teachers of natural sciences in service in the initial and final years of elementary school present in schools in the aforementioned municipality, of a phenomenological nature, which was fully transcribed and subjected to a qualitative analysis.