INCLUSIVE TEACHING SEQUENCE: ATOMIC MODELS IN HIGH SCHOOL

The present work proposes and analyzes the inclusion of inclusive activities in high school classrooms. Starting from the construction of a didactic sequence on atomic models, the role of cooperation between students for the process of inclusion in the classroom is discussed. To this end, we seek to present different perspectives of education on the topic of teaching modern physics, introducing both a conceptual and a historical approach to the constitution of the atom. Starting from such debates, pedagogical actions are elaborated jointly with the students of a high school classroom, aiming at the debate and construction of meanings on the theme in a collaborative and inclusive way. Such activities are, in turn, bring different materials and debates aimed at collaboration and respect for the various social and cultural demands of the basic education school, as well as committed to the inclusion of students with ASD. For this to happen, dialogical classes are important to promote students' motivation on the topics discussed and build meanings based on empathy and respect in the science classroom. The results point out that the mobilization of these themes brings gains in the students' learning through debates, collaborative work and readjustment of proposals and activities so that they are more inclusive. In this sense, it is observed that the presentation of works in the format of "soirées" mobilized the scientific knowledge learned by the students, which, in turn, made it possible to reflect on the role of inclusion in the proposals presented by and by the students. such debate the participation of the school community and the family, which together with the formal educational process, complemented the social, scientific and cultural formation of the students.