Resumen

PAOLI, Joanna de  y  MACHADO, Patrícia Fernandes Lootens. FUNCTIONAL OR ACADEMIC EDUCATION IN SCIENCES FOR STUDENTS WITH DISABILITIES OR AUTISM?. Rev. bras. educ. espec. [online]. 2024, vol.30, e0100.  Epub 27-Jun-2024. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702024v30e0100.

This theoretical essay aimed to identify contributions from the organization of scientific knowledge in the systematization of science teaching, for the typical and atypical human constitution. This was carried out based on considerations between texts from the Science Teaching area and assumptions from the Historical-Cultural Theory. Thus, we present reflections on discussions that polarize the education of people with disabilities or autism in terms of curriculum, in relation to functional and academic skills. From the analysis of limitations, possibilities and educational strategies for science classes, we conclude that functional abilities, which involve everyday knowledge, cannot constitute a criterion for curricular exclusion of academic skills, of scientific knowledge, for the education of people with atypical development. We understand that a school scientific education with pathways to integral development is inseparable from daily life skills.

Palabras clave : Special Education; School inclusion; Scientific knowledge.

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