2025-09-092025-09-092019-12-05FARIAS, Mayara Rodrigues. Educação inclusiva e o ensino de ciências: o caso do município de Breves, Marajó. Orientadora: Nívia Magalhães da Silva Freitas. 2019. 38 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2019. Disponível em: https://bdm.ufpa.br/handle/prefix/8545. Acesso em: .https://bdm.ufpa.br/handle/prefix/8545The school inclusion of students with disabilities although organized of as legal right that predicts access, permanence and success in the schooling process in the regular school common class, is still a challenge for many teachers, considering that most find difficulties to effectivar such a process. In view of this, the main objective of this work was to apprehend the situation of inclusive education, notably regarding its limits and challenges, in the context of sciences teaching. This is a qualitative research approach, and in order to achieve its objectives, we adopted a semi-structured questionnaire as a data collection instrument. Six Science teachers from four basic schools in the municipality of Breves were interviewed. After analyzing the data, we observed that the majority of professors who teach sciences do not feel security to work with these students, because they are not trained in the perspective of working with the inclusion of students with disabilities. In addition, the lack of school support needed to develop students skills was a constant complaint from professors to develop a quality pedagogical practice. The minority of these teachers try to supply the lack of knowledge in the area, using continuing training courses. Although the provision of inclusive education is guaranteed to be governed by national legislation, it is evident that not all schools and faculty are prepared to guarantee this legislational precept. This leads us to consider that it will be necessary to review the initial teacher training curricula to adequately prepare them to work with this audience and in parallel the public power needs to provide adequate support to teachers when these The classrooms arrive.Acesso AbertoAlunos com deficiênciaInclusão escolarProfessores de ciênciasStudents with disabilitiesSchool inclusionScience teachersCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil