O ensino de sociologia para uma cultura de inclusão: proposta de sequência didática sobre a educação especial inclusiva

Abstract

This study analyzes how teaching of Sociology on Inclusive Special Education contributes to high school students' understanding about the inclusion of neurodivergent students (with disabilities) in common/regular schools. This analysis will take place at the EEMTI 10 de Junho school¹, located in Bom Jardim neighborhood—a suburb of Fortaleza city, Ceará state. The motivation for this research arose from a sociology teacher's perceptions of social relationships experienced between neurotypical students (without disabilities) and neurodivergent students (people with disabilities) in daily life of the aforementioned school. It was found that these social interactions among students at the school were characterized by conflicts, often caused by ideological and behavioral differences. These, in turn, led to prejudice and triggered discrimination that affected students with disabilities. Therefore, the objective of this research was to ascertain whether sociological knowledge promoted a conscious and critical reflection among neurotypical students about the condition of neurodivergent individuals and their inclusion in school. From this, it sought to determine if this pedagogical action was capable of positively intervening to combat the prejudice suffered by neurodivergent individuals. For that purpose, a didactic sequence consisting of debates and activities on inclusive special education and its correlations was developed and applied with 2nd-year students². That teaching resource included topics from Sociology that aligned with the discussion on social and school inclusion, especially that of neurodivergent students—with Intellectual Disability (ID) and Autism Spectrum Disorder (ASD). For the production of this (qualitative-quantitative) research, in addition to the didactic sequence, bibliographic research and the online questionnaire were used as methodological instruments for the collection and analysis of statistical data. It is interesting to note that the mentioned teacher's journey is permeated by experiences related to positive and negative experiences of neurodivergent students at the educational institution in question. Contradictory to inclusive actions are prejudiced attitudes that go against what current legislation dictates regarding the rights of these individuals. In the context of the school environment, it is understood that sociological knowledge can be used as means of reflection and debate on this social problem, promoting collective awareness among students about prejudice and combating discriminatory practices. It is known that disrespectful ideologies and actions are part of daily school life and end up excluding individuals who do not fit into the so-called "social norm," such as neurodivergent individuals. Given this, the analysis revealed that the sociological knowledge addressed and its respective discussions, carried out from a didactic sequence on Inclusive Special Education, contributed to a more in-depth reflection and a better understanding by neurotypical students regarding the inclusion of students with intellectual disabilities and/or autism spectrum disorders in regular schools, and that this action was able to promote more inclusive practices in the educational space.