ACTIO (Curitiba)
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A ACTIO: Docência em Ciências é um periódico de caráter científico voltado à pesquisa em Educação de Ciências (Biologia, Física, Química ou Ciências) e em Educação Matemática, dentro da área de conhecimento Ciências Humanas e subárea Educação, para o CNPQ e na área Ensino e subárea Ensino de Ciências para a Capes e está organizada em três seções. A ACTIO destina-se a pesquisadores, graduandos, pós-graduandos, professores da educação básica, e público em geral que se relacionem às áreas indicadas anteriormente.
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- ItemA abordagem de sexualidade e gênero na disciplina de ciências no currículo de São Paulo: análise dos cadernos do professor e aluno(2020) PAULA, Gabrielly Nunes de; CAMPOS MIRANDA, Meiri Aparecida Gurgel deThis study aimed to identify the conceptions of sexuality and sexuality education presented in the material of São Paulo Curriculum for Science Education, of the 8th grade, from the analysis of the orientations to the teachers and the suggested strategies and contents. This is a documentary research whose object of analysis was volume 1 of Teacher's and Student's Science Notebookof 7th grade / 8th grade of middle school. For such, we used as analysis referential the dimensions of sexuality; we identified if and how the material under study addresses gender issues and we discussed limits and possibilities of the proposal, within an emancipatory perspective of Sexuality Education. The analysis evidenced the predominance of the biological dimension inthe selected learning situations, which is in line with the expectations for a science curriculum. However, in several passages, there are guidelines for teachers and activities that address sociocultural and/or psychological aspects of sexuality. The learning situation about safe sex presented the largest amount of excerpts that address sociocultural and psychological aspects, highlighting individual components of vulnerability. On the other hand, the learning situation that deals with teenage pregnancy privileges the informative aspect, leaving aside the fundamental psychological and sociocultural factors to bring about reflection. We also observed that the approach to sexuality is broader in orienting teachers than in student material. Even with the limitations of the materials studied, it is possible to practice an emancipatory sexuality education, which brings about the creation of spaces for speech, listening and reflection in class, overcoming the information aspect that has long been criticized. To do so, initial and continuing training needs to sensitize teachers to the complexity of the topic and prepare them for the task.
- ItemA contextualização na formação de professores de química(2018) LARA, Moisés da Silva; DUARTE, Luciana Gili VieiraThis paper discusses the elaboration of a learning workshop proposed as an extension
- ItemA cultura escolar do campo e o ensino da matemática(2018) SCHRENK, Maykon Jhonatan; NOVAES, Barbara Winiarski DieselWith the objective of identifying the presence of the countryside school culture in the teaching of mathematics (final years of elementary school) in a school located in the rural area. The present research was based on the theoretical-methodological contribution of Cultural History through the concept of school culture (JULIA, 1990), having as sources: Elementary School (final years) students workbooks; teaching activities images; Political Pedagogical Project (PPP); math teacher planning; pertinent legislation; interviews with the school director, the mathematics teacher of the Elementary School, and the pedagogue. The curriculum was strongly urban-centered specifically in relation to mathematics classes, and although a strong school culture of the field is present in the school investigated, there is little presence of this field school culture specifically in the teaching of mathematics. As a final reflection, we ask ourselves if in our urban schools we do not need cultural elements school of the field: sense of belonging, community involvement, leadership formation, interdisciplinarity, team work and valorization of local mathematical practices.
- ItemA educação ambiental nas teses e dissertações da área do direito no Brasil: um campo em construção(2020) ZANE, Adriano César; SANTANA, Luiz CarlosIn this article,we start from the presupposition that a consistent theoretical and methodological basis for the consolidation of the Environmental Education (EA) in Brazil is indispensable. This base is built mainly by the production of researches about the topic. The academic production (Environmental Education) is a recent fact, dating from the beginning of 1980s in the last century. It occurs in several areas of knowledge. There is a production of researches about the same theme in different areas. The article deals with the production of researches about Environmental Education in the area of Law. It is an excerpt from a qualitative investigation of Environmental Education thesis and dissertation in graduate Law Programs. The scope of the research covers the period 1981-2009 and 2011-2012. What does feature the production of research about Environmental Education in the area of Law? What are the objectives of these researches? What are the theoretical-methodological references? The search for answers to these questions was made at the Thesis Bank of the State of the Art Project of the Environmental Education in Brazil (EArte). Until 2012, the researchers of this project had cataloged 2,763 works about Environmental Education in the different areas of knowledge. In the definition of the documentary corpus for the analysis that were achieved, we initially identified 55 works. Of these, we had access to 31 of them that constituted the corpus from which it was possible to achieve the analysis effectively. A mapping of 55 works was made, based on the cataloged data by EArte. The identification of the goals and theoretical-methodological references occurred in 31 works that we had access to. In the mapping, we found a research about Environmental Education in the area of Law, that occurs predominantly in private institutions located in the South and Southeast regions. However, the production occurred in the North Region, in a public institution, caught our attention. Regarding to the goals and theoretical-methodological references of the research examined, certain peculiarities of the Law area were identified, such as the valorization of the theoretical research over the empirical research, the lack of clear explanation of the goals, research questions and research procedures. In addition, we also found the use of hermeneutics and the reproduction of legal doctrines instead of problematizing the theme investigated. Such findings lead us to inquire about the contributions and weaknesses of the production of researches about Environmental Education in the area of Law.
- ItemA educação através da ciência, tecnologia e sociedade (CTS) para os anos iniciais do ensino fundamental: a terra e o universo em foco(2019) GOMES, Bruna Cristina Carvalho; ZANON, Dulcimeire Aparecida VolanteThe aim of this study was to analyze the implications of the planning and execution of a teaching proposal on Earth and the Universe, considering the Science, Technology and Society (STS) perspective, from the discussions promoted by a teacher. The research focus is justified since the literature shows few approaches on this topic in elementary schools and due to the formative gaps of science teachers. The environment from which the data was collected was a Brazilian municipal school in the interior of the Sao Paulo state,a teacher and her first year elementary school class, composed of twenty-nine children. The data collection instruments were: reflective diaries; recordings (audio and video); children's questionnaires and portfolios. To analyze the data, we used Discursive Textual Analysis (DTA), which allowed us to identify categories. We found that, during the activities, the children were motivated and curious to learn about the world, encouraged to write words and numbers and willing to do autonomous research on the subject. These evidences showed that teaching from a STS perspective contributed to both scientific and native language literacies. Among the implications of this work, we highlight the importance of the early years teacher’s actions who, when being creative, dynamic, motivated, with well-defined goals and objectives, seeks to overcome the currentScience teachingto migrate to an investigative and attractive model for the children.
- ItemA educação científica em um centro de ciências: potencialidades e desafios das atividades educativas na Praça da Ciência de Vitória – Es(2018) MOTTA, Mainã Mantovanelli da; CANTARINO, Sarah de Jesus; COELHO, Geide Rosa CoelhoThe science centers stand out by the interactive and dynamic process that contributes to the scientific culture’s construction. This work aims to investigate the potentialities and challenges for the development of educational practices in a science center in in the city of Vitória, Espírito Santo - Brazil. This is an exploratory and qualitative study. The evidence being prepared through analysis of documents and semi-structured interviews carried out with six mediators of the center, a pedagogue and two visiting professors. We exhibit several challenges related to the actions and formative process of mediators. Many of them focus on interactive practices on the conceptual explanations of the scientific instruments. The formative process focused on experiences’s sharing between the coworks of the center and the reading of the handbooks that describe the instruments. Teachers indicate as a potentiality the possibility of linking theory with practical situations, related to the scientific instruments of space.
- ItemA epistemologia de Ludwik Fleck: análise das produções do encontro nacional de pesquisa em educação em ciências entre os anos 1997 e 2015(2018) CHICÓRA, Tatiele; AIRES, Joanez Aparecida; CAMARGO, SérgioThe present work has a strongly metalinguistic orientation. It investigates the presence of the epistemology of Ludwik Fleck as a theoretical reference for discussions regarding Education in Sciences and in academic productions of the area, considering that such epistemology can bring significant contributions to the teaching of sciences, since it presents an understanding about the construction of science that contrasts with the empiricist understanding, still so present in this teaching. In this sense, a bibliographical research was carried out based on the minutes of the National Meeting of Research in Education in Sciences (ENPEC) published in the period from 1997 to 2015. For the organization of the works found, we used as methodology the discursive textual analysis (ATD) that allowed us to perform the description of the Fleckian categories found in the works. The analysis of this material showed that there is convergence among the authors about the reasons why the use of this theoretical reference is relevant in discussions about the construction of scientific knowledge for Science Education. The results show that the use of the categories of Fleck (2010) is quite present in the area, however, in most of the works analyzed, are only partially covered.
- ItemA ética ambiental na produção teórica em dissertações e teses sobre educação ambiental no Brasil(2020) SOUZA, Heluane Aparecida Lemos De; CAVALARI, Rosa Maria FeiteiroThe environmental crisis is intertwined whit several factors, including a crisis of values. In that context, the environmental ethicsarises with the attempt to understand the relationship between human beings and the other elements of nature, and which values permeate the various relationships established. Its formulation, however, presents itself as an epistemological problem, given that the area of Ethics has specificities. In the theoretical scope, discussions about the ethical relationships between society and nature are built from many different perspectives and references. In this work, we deepen our discussions based on the reflections of Luc Ferry (1994) and Hans Jonas (2006). We affirm that the possibility of expanding the moral sphere, including non-human nature, implies for Education and, particularly, for Environmental Education, the need to discuss the values that guide it, starting to objectify not only more balanced and fair relations between humans, but between humans and non-humans nature. This paper, based on a master’s research that falls within the scope of the EArte Project, aims to understand the approaches to the theme environmental ethicsby Brazilian theses and dissertations in Environmental Education and, in addition, to characterize the contexts of research production in Environmental Education that refer to environmental ethics. It is a qualitative research inserted in the scope of an interinstitutional project of the type state of the art. Its documentary corpus is composed of seventeen research papers in Environmental Education that address the theme of the ethical relationship between society and nature, and the analyses were reasoned on the methodology of content analysisas proposed by Bardin (2009).Among the results, regarding the research productions contexts, in summary, it can be said that there is oscillation in the regularity of production with respect to the year of defense; master’s research account for 82% of the total analyzed. There is a great diversity of Higher Education Institutions and Postgraduate Programs to which research are linked, with a certain predominance of Postgraduate Programs in Law and Education productions. There is also a balance between the production in public and private institutions; there is a predominance of the South/Southeast axis as the production locus. Regarding the understandings that are being built about the ethical relationship between society and nature, in Environmental Education studies, eight differentperspectives can be identified, namely: Biocentric Perspective, Ethics of Responsibility, Bioethics, Neoliberal, Ecosocialist, Ecology and Spirituality, Catholic Environmental Ethics, Environmental/Ecological Ethics. We understand that the discussions that have been undertaken on the ethical relationship between human beings and non-human nature must take place within the Ethics area, seeking to reflect on their basements as the philosopher Hans Jonas proposes.
- ItemA experimentação investigativa no ensino de química: construindo uma torre de líquidos(2018) BALDAQUIM, Matheus Junior; PROENÇA, Amanda Oliveira; SANTOS, Mateus Carneiro Guimarães do; FIGUEIREDO, Márcia Camilo, SILVEIRA, Marcelo Pimentel daThere is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makesthem abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of strategies that are able to overcome this disinterest. Stimulating the students to become involved with the activity and creating hypotheses and questions about the studied phenomena. For that, we use the investigative practice and the activity was carried out in a first-year high school class based on the methodology proposed by Delizoicov, Angotti, and Pernambuco (2002),called "three pedagogical moments", the three steps are problematization, the organization of knowledge and application of knowledge. With the "three pedagogical moments", It is possible to verify the difficulties of the students in the first moment and to stimulate them to evolve in the second and third moment, proving the importance of this approach in the teaching of chemistry. It is important to emphasize that the teacher should be encouraged and prepared so that the actions are effective in the process of teaching and learning.
- ItemA física nos anos iniciais da educação básica: uma análise dos documentos curriculares adotados pela rede municipal de Curitiba/PR(2019) ROEHRIG, Silmara Alessi Guebur; SANTOS, Marcos Vinicius FaianThis paper presents a study about physicscontentspresent in curricular documents of the early years of Elementary School. The goal is to address the issue of the insertion of Physics within the scope of the subject related to the Natural Sciences for this education level, considering the implications for the teaching organization and for the pre-service teacher training. This is a documentary research, in which the documents to be analyzed correspond to the curricular texts adopted by the Curitiba / PR municipal school system in the last three decades: the Basic Curriculum for the Public School of the State of Paraná (1990), the National Curriculum Parameters -from first to fourth grade (1997) and the Curitiba Elementary School Curriculum (2016). For the dataconstitution, the Discursive Textual Analysis methodology was used and, from the process of information fragmentation, the following analysis categories were constructed: 1) Physics contents indicated for the initial years; 2) knowledge of the Natural Sciences that refer to Physics indicated for the initial yearsand 3) broad themes that can be linked to knowledge of Physics in the initial years. As a result, it was noticed that Physics knowledge is explicitly present in all documents analyzed, but over time the curriculum guidelines come to incorporate methodological aspects in which the contents of physics are articulated with science teaching themes, as well as current scientific and technological topics and their relationships in the social context. These results show that Physics is an important dimension for the introduction to theNatural Sciences in the early grades, and needs to be approached together with the knowledge of the other areas of the Natural Sciences. This implies that initial education in pedagogy undergraduate courses must ensure that the future teacher, who will work in the early years of elementary school, has access to appropriate scientific training during undergraduate education, which will allow the articulation of Physics, Chemistry and Biology,without favoring one area of knowledge over others, something that researches have been pointingto be a recurring reality in school contexts.
- ItemA formação inicial de professores nos institutos federais de acordo com teses e dissertações(2020) ALVES, Marcos Fernando Soares; MAGALHÃES JÚNIOR, Carlos Alberto de Oliveira; NEVES, Marcos Cesar DanhoniThe present qualitative research aims to present remarkable features linked to initial teacher trainingintheInstitutos Federais de Educação, Ciênciae Tecnologia (Federal Institutes of Education, Scienceand Technology), herein defined as a new locus of teacher training. For this purpose, based on the CAPES Catalogue of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations, we carried out a state-of-the-arttype of research on academic theses and dissertations which were under analysis, taking into consideration Content Analysis premises. Throughout the process, we presented and discussed a few of the organizational and pedagogical characteristics of FederalInstitutes, highlighting their potential presented in this formative space and the challenges for the consolidation, with quality, of the teaching degrees offered. We have observed that such institutes, despite being recent, present a significant contribution to the teacher education field, but also, that they may still advance as long as their potentials are well-explored.
- ItemA fotografia científica e as atividades experimentais: livros didáticos de química(2018) VOGT, Catherine Flor Geraldi, CECATTO, Ana Julia; CUNHA, Marcia Borin daPhotography is a non-verbal language that contributes to the exposition of theoretical research, artistic-cultural manifestations and as an effective adjunct in numerous scientific-technological discoveries. In regular science teaching, especially in experiments, photography can be used as an effective means for observation and also for the recording of phenomena. This research aims to analyze images (photographs) and texts present in the experimental activities of Chemistry textbooks, approved by the National Program of Textbooks (PNLD) 2015. In particular, we want to investigate the way in which the photographs are presented and the validity of their use for the experimentation in Chemistry, when these are accompanying the texts referring to the conduction of the experiments. After selecting all the experiments present in all volumes of the four PNLD collections, we then proceeded to the analysis of texts and images, considering the definition of categories of analysis. These data were quantified and tabulated, for the analysis according to the categories. The results indicate that the authors do not prioritize the use of photography as a means of observing phenomena and analyzing stages of an experiment. We observed that photography is used only to illustrate a stage of the experiment, not being part of the more elaborate process of teaching and learning. In this way, we point out the need of textbook authors to consider scientific photography as a pedagogical resource, since they can contribute to the understanding of scientific knowledge.
- ItemA importância da experimentação no ensino de ciências para o entendimento do ciclo da água: uma proposta para a educação infantil(2019) MACHADO, Ana Carolina Ferreira; SANTOS, Verônica Soares dos; RIZZATTI, Ivanise MariaThis article is the result of a project developed with a kindergarten class of a public school of the Boa Vista Municipal Education Network / RR, in which pedagogical activities were evaluated and applied in order to work on the theme “Water”. The objective was to reflect on the importance of experimentation as a stimulus to the acquisition of knowledge in science teaching since early childhood education. In this study, the proposal developed sought to contribute to the formation of concepts about the water cycle in nature as a potentiating element of learning, in a practical and playful way. It was verified with the realization of the terrarium experiment that this kind of differentiated methodological approach, used for the fixation of scientific concepts in the Teaching of Sciences, can be developed since the kindergarten, so that the student grows stimulated to participate in experimental activities, as a way of contributing to their integral formation and raising awareness of scientific literacy.
- ItemA metacognição nas pesquisas em educação: uma revisão a partir das teses e dissertações brasileiras(2020) ROSA, Cleci Teresinha Werner da; SCHMITZ, Kymberly de OliveiraThe essay’s goal is to present a study which was developed together with the Brazilian theses and dissertations and verify the ways metacognition has been connected with the educational field. The problematic begins with the diversity of possibilities of metacognition’s usage and how the national literature has been worth it, considering the specificity of this area. The basic question of the study was: what does the Brazilian researches developed in the field reveal about metacognition? From the selection of twenty two theses and dissertations relating the period of 2013 to 2017, a group of categories was listed representing these researches, that pointed to the results of the study. Among the most meaningful results are: the reduced numer of essays involving the theme; the emphasis in processes related to mathematics’ learning;the studies involving expertise and its linking with the metacognition’ thinking; the dominance of qualitative approaches in researches; and, the scarce studies bringing metacognition close to the affective domain.
- ItemA mobilização de saberes a partir do uso de diferentes materiais didáticos no contexto do PIBID(2018) COSTA, Franciellen Rodrigues da Silva; CAMARGO, Sérgio; Silva, Camila Silveira daThe present article is part of a dissertation which objective was to investigate what possible contributions are perceived by the future Chemistry Professors about a study directed with different didactic materials within the scope of the Programa Institucional de Bolsa de Iniciação a Docência (PIBID).The research was carried out in 2014, where the activities carried out by the scholarship holders in the internal meetings and activities in the schools partnered with the project were monitored, using a variety of materials with didactic potential for Teaching Chemistry. The research was characterized as qualitative and its data collection involved the transcription of the audios of the interviews with eight subjects of the group. The informations were analyzed based on the Content Analysis Methodology, making it possible to identify contributions in the formative process of the future teachers, based on the use of different didactic materials. The results pointed to the mobilization of knowledge, which includes knowing how to prepare and direct activities insofar as the knowledge of the diversity of resources and theoretical basis corroborates the insertion of materials into teaching practices. Another knowledge evidenced in the research is the know how to select the teaching materials, where the teacher needs to be aware of the criteria and recommendations to insert the materials into a planning consistent with the teaching objectives.
- ItemA natureza da ciência e a formação de professores: um diálogo necessário(2018) BARBOSA, Flávio Tajima Barbosa; AIRES, Joanez AparecidaThe Nature of Science (NdC) is understood as one of the most fundamental aspects regarding the construction, establishment and organization of scientific knowledge. It refers, ina general way, to the epistemology and sociology of Science, to the values and beliefs inherent in scientific knowledge and its development. In this article, we emphasize the fact that teacher formation could focus on the importance of NdC'sunderstanding of science teaching, as well as the skills needed to developsuch an approach. We believe that in order to highlight the pedagogical content related to NdC, teachers need opportunities for reflection and discussion on NdC issues and practical guidance for NdC teachingas well. Thus, the objective of this article is to discuss the possibilities of including reflections on theNdC in teacher formation courses, seeking to present possible ways of such integration. We briefly present the Europeanproject History and Philosophy in Science Teaching (HIPST), a case of success in using such an approach. By introducing epistemological reflections into the initial and continuing formation of teachers, one wishes to break with a largely hegemonic sciencethought, the basis of which can be found in positivist philosophies, which dogma consists in the transmission of definitive and neutral scientific truths. We believethat the act of reflecting on one's own practice is the moment when the teacher thinks about himself as an educator, and thus constructs a critical view of his practice, transforming it.
- ItemA origem da vida: uma análise sobre a natureza da ciência em um vídeo educativo do YouTube(2019) KARAT, Marinilde Tadeu; GIRALDI, Patrícia MontanariThis article aims to analyze what are the views on the nature of Science and the construction of scientific knowledge are present in aneducationalvideo about the Origin of Life, in a channel of the educational video platform YouTube Edu, constituting a clipping of a PhD research in progress. Given the exponential increase in the use of videolessons by high school students, it is important to understand how the circulation and use of these educational products occurs. The literature review pointed to an absence of studies on audiovisual channels that had as their reference the originof life theme or that investigated how scientific controversies circulate in these videochannels. The work uses as theoretical reference the epistemology of Thomas SamuelKuhn (2017). We made a cut of the first sixteen minutes of the videolesson OriginofLife (ORIGEM, 2012), posted on the Total Biology Channel, by Professor Jubilut and proceeded to decoup(deconstruction)the video. Decoupage corresponds to a decomposition of the videointo its constitutive elements, so that the “deconstruction of the film is equivalent to the description.” (VANOYE; GOLIOT-LÉTÉ, 2012, p. 14). The results of the analysis show that the videolecture treats the subject very similar to that found in the biology textbooks. The teacher makes many statements, leaving no room for reflection, to think other hypotheses, reducing the work of Science and scientists. Video lesson analysis points out some problems about the work of scientists and the nature of Science. We could conclude that there is a predominance of the inductivist empiricalconception in the analyzed video, which agrees with other research Works that analyzed the conceptions of Scienceteachers (GIL-PÉREZ et al.2001; SCHEID et al., 2007). These questions can have a negative impact on science education, especially regarding the most controversial, controversial topics.
- ItemA participação da mulher na ciência: um estudo da visão de estudantes por meio do teste DAST(2018) CAVALLI, Mariana Bolake; MEGLHIORATTI, Fernanda AparecidaUnderstanding the need for women's social equity and the importance of giving visibility to female scientific activity, the work developed here aims to investigate the ideas of students about scientists and how they relate women in science. The DAST (Draw a Scientist Test) test, proposed by Chambers (1983), in which the student is asked to draw a scientist person, is continually required to explain the design on the back of the sheet. Then, a collective discussion was held with the students regarding the drawings produced and the role of women in science. The investigation was carried out with an eighth grade class from the Elementary School of a private school in the municipality of Cascavel-PR. We conclude that the investigated students had a stereotyped view of the scientists with the idea of a masculinized science, but that the problematization of the design provided an initial reflection of the stereotypes presented by the students. We emphasize the importance of breaking the stereotype of scientist, and it is the competence of scientific education to develop student's understanding of scientific activity. The objective should be short, defining the problem studied, highlighting the knowledge gaps that will be addressed in the article.
- ItemA percepção de estudantes dos anos iniciais do ensino fundamental sobre a vivência da pesquisa a partir de uma unidade de aprendizagem(2019) GALLE, Lorita Aparecida Veloso; GALLON, Mônica da Silva; SILVEIRA, Alessandra Tatiana KrauseThe aim of this article is to understand how the elementary school students perceive the experiences provided by a Learning Unit about the origin of the planet Earth and the life that exists in it, from the perspective of classroom research. It is a research with qualitative approach of the case study type. The study participants were 23 students from the 4th year of Elementary School, primary years, from a municipal public school in the countryside of Rio Grande do Sul. During two months a Learning Unit on the theme was developed, based on the interests expressed in questions formulated by the students themselves. After the proposal was developed, eight students participated in a semi-structured interview, recorded in audio and later transcribed. The answers were treated via Discursive Textual Analysis. The results provide indications to ensure the relevance of methodological proposals that valuethe students' knowledge and their protagonist, as well as consider their interests expressed in questions
- ItemA percepção de professores de ciências frente aos desafios no processo de ensino e aprendizagem de alunos público alvo da educação especial(2020) ADAMS, Fernanda WelterThe student with disabilities or aluno público alvo da educação especial (PAEE), as any other student, have potentiality and capability to develop yourself. Consequently, they must have opportunities to learn the scientific content related to theNatural Sciences. Besides the organic disabilities, the social prejudice against people with disability seems to be the major obstacle to deal with. To tackle these problem teachers need to come up with alternative paths to adapt this content, but generally, they look at it as a huge challenge. The objective of this article is to report the perceptions of future teachers of Natural Sciences regard the teaching challenges of inclusive education. A qualitative research method is applied in this study, which has Vygotsky's conceptions of disability as a theoretical reference. The subjects of this research were 133 undergraduate students. Most of them the lack at most two years to graduate. They are students of Biological Sciences, Physics and Chemistry, fromfour Public Higher Education Institutions in the State of Goiás. We used semi-structured questionnaires to gather research data from 19 individuals who participated of this research. They answered all the open and closed questions. We group the data in structured units of meaning, and then we merge it in categories that emerged according to Discursive Textual Analysis (DTA). The results revealed that most graduates of the Biological Sciences, Physics and Chemistry courses perceive challenges to guarantee the learning of PAEE students. Furthermore, we note that they do not have any knowledge of the specificities of the students with disabilities and do not have a clue about how to adapt their scientific content to these students. It mean that their courses need to discuss more about inclusive education. We conclude that these science teacher's courses should include a specific subject about inclusive education. In other words, to improve their teach practice and consequently include their students with disabilities, the students need to know about the history of special education, legislation and the specificities of disabilities. With this background, future teachers will be more confident and able to observe the students' learning capacity