Uma proposta de ensino de ciências com a inclusão de estudantes com transtorno do espectro autista (TEA), associado ou não a deficiência intelectual, em uma perspectiva interdisciplinar

Abstract

This dissertation presents a methodological proposal for teaching Science to students with Autism Spectrum Disorder (ASD), with or without Intellectual Disability (ID), grounded in Historical-Critical Pedagogy (PHC) and in the use of comic books as an interdisciplinary didactic resource. The research methodology, akin to qualitative action research, involved the design and implementation of a didactic sequence on the theme “Energy and Sustainability,” aiming to make scientific content more accessible, attractive, and meaningful. The results indicate that the use of comic books fostered active participation, critical thinking, and scientific literacy, in addition to contributing to school inclusion. It is concluded that the integration of PHC and comic books represents a promising pedagogical alternative for promoting inclusive and innovative practices in Science education.