SCIENTIFIC LITERACY THROUGH INCLUSIVE CHEMISTRY TEACHING: A PEDAGOGICAL PROPOSAL FOR 6TH GRADE STUDENTS IN THE FINAL YEARS OF ELEMENTARY SCHOOL IN THE CITY OF CAXIAS-MA

Abstract

The research is justified because school inclusion involves integrating children into regular education, promoting their participation in school activities in a social, pedagogical, and physical way. To this end, it is necessary to adapt the curriculum, practices, and assessments, ensuring that all students, with or without disabilities, fully participate in the pedagogical and social dynamics of the school. Given this, the central objective of this work is to spark interest in chemistry among 6th-grade students, introducing basic concepts in an accessible, contextualized, and inclusive way. The activities involved classroom intervention, including the development of teaching resources and the application of a chemistry lesson in a 6th-grade class. It was observed that practical and experimental activities, adapted to meet inclusive needs, proved effective in integrating students with and without disabilities, promoting collaborative and accessible learning. It was concluded that the interaction between theory and practice, combined with inclusive strategies, such as the use of Styrofoam balls to build molecules and adapted experimental activities, favored student learning.