The STS approach to the inclusion of students with special educational needs in Elementary School

Abstract

This article addresses inclusive education in Brazil, highlighting reflections on valuing the student’s social role, the importance of legislation, and the challenges in the educational system. It also discusses the application of the Science, Technology, and Society (STS) approach as an interdisciplinary tool to promote the inclusion of students with special educational needs (SEN). It aimed to analyze the potential and limitations of the STS approach as a tool to promote the inclusion of students with special needs in an elementary school. This study used methodological procedures based on a qualitative approach, respecting ethical principles. As a research instrument, a Google Forms questionnaire was applied to teachers at an elementary school in the State of Tocantins aiming to understand their perceptions about inclusive education and the STS approach. According to the results, the participants are positive regarding the STS approach, although some are not yet familiar with the concept. Also, a significant number of female participants, predominantly aged 41 to 50 years old, was observed, indicating a possible evasion of young people from the teaching career. Finally, continued training of teachers stands out as a relevant aspect in this study, with emphasis on the lack of specific preparation for handling students with SEN. The lack of specific training and support may be one of the limitations in the perception of teachers about the viability and effectiveness of the STS approach in their pedagogical practices.