Valorizando as diferenças: uma proposta de sequência didática com acessibilidade para uma turma do terceiro ano do ensino fundamental

Abstract

This research situates in the field of inclusive education and aimed to analyze the possibility of promoting, among children, a positive view of individual differences, considering students with and without disabilities. The research was conducted during the development of a didactic sequence, during the first semester of 2019, which aimed to stimulate the construction of a more positive identity of the students. The study site was a third year elementary school class from a Belo Horizonte Municipal School School, in which there were students with and without disabilities. The theoretical basis of the study was supported by the works of Augustin (2012), Pacheco (2017), Stainback and Stainback (1999), Ferreira, (2016) and Silva (2000). Regarding the theoretical-methodological orientation, the qualitative approach was chosen, with participant observation and action research. Instruments such as: field notes; audio recording; and semi-structured interviews. Regarding action research, it was achieved through the development of the didactic sequence, which was composed of four moments: awareness and presentation among the students; the development of some physical activities; the exhibition and reflection on a film; and the construction of a poster representing the discussions. It was possible to realize, through the results of the study, that some students began to express themselves and position themselves before the group, so as to value the other's abilities, but the individual perception of their own abilities in the school context and respect for diversity. These were themes that continue to demand the attention of teachers.