Educação inclusiva: uma proposta metodológica para o ensino de histologia animal no primeiro ano do ensino médio

In each school unit, each student is unique, and this individualization needs to be cared for with empathy, so that the student develops their skills, intellectual and psychosocial capabilities, trusting that the people there will help, guide and protect them. With special children, the previous paradigm is expanded, as greater contact is needed between parents, school and professionals who support the child and their family. The inclusive school must be a place of empathy, acceptance and sharing, and above all of cooperation and equity among all. The general objective of this research is to develop, as a product, an inclusive teaching proposal for animal histology for blind students in the first year of high school. A review of academic literature, legislation and standards for the education of the blind in inclusive high school classrooms was used. Based on the research carried out, it is concluded that for public schools, it is difficult to acquire medical models, which are high in cost, for teaching very specific content, and for few students, no matter how intriguing it may be. The teacher's creativity in seeking active methodologies and technologies (assistive or not) is always a necessity to maintain the motivation of the class and achieve full and objective learning of the content to be taught. More than creativity, it takes a lot of research from the teacher, in order to always find a way out in the face of any learning barrier, with or without special students in the classroom.