Rethinking education: emerging paths for a more inclusive education

Authors

DOI:

https://doi.org/10.33871/23594381.2025.23.2.9594

Abstract

The context of inclusive education is marked by a series of challenges and opportunities that require a critical and in-depth analysis. Therefore, this study presents an experiential report from a specific class in the course "Education in Sciences, Culture, and Society," which is part of the master's curriculum of the Graduate Program in Science Education and Teacher Training in Sciences and Mathematics at the State University of Southwest Bahia, Jequié-Bahia Campus. This study aims to contribute to the academic debate on inclusive education by offering reflections on some emerging paths for promoting a more inclusive education. The critical analysis of this experience revealed the importance of continuous teacher training, as training in inclusive practices is essential for teachers to recognize and meet the diverse needs of their students. Another relevant point that emerged was the recognition of the need to adapt the curriculum and teaching methods, as well as assessment strategies, to become more flexible and responsive to individual differences.

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Author Biographies

Jhones Rodrigues de Jesus, Universidade Estadual do Sudoeste da Bahia

Master's student in Scientific Education and Teacher Training (PPG.ECFP) at the State University of Southwest Bahia (UESB) and holds a degree in Biological Sciences from the same institution. He has a specialization in Natural Sciences, their Technologies, and the World of Work from the Federal University of Piauí (UFP). He is the vice-coordinator of the UESB Research School and a member of the Technical Team of the UESB Journal of Teaching Initiation. He is part of the Study and Research Group on Botany Teaching and Learning (GP-ENABOT) and the Study and Research Group on Science Education, Health, and Diversity (GEPEC-SADI). He serves as a project advisor in the extension project "The School that Researches."

Christian dos Santos Fonseca, Universidade Estadual do Sudoeste da Bahia

Master's student in the Graduate Program in Scientific Education and Teacher Training (PPG-ECFP) at the State University of Southwest Bahia (UESB) and holds a degree in Biological Sciences from the same institution. He is a member of the technical team of the Journal of Teaching Initiation (RID-UESB). He collaborates with the extension project called the UESB Research School. He is part of the Research Group on Scientific Education and the CTS Movement.

Louise Araújo Vieira, Universidade Estadual do Sudoeste da Bahia

Master's student in the Graduate Program in Scientific Education and Teacher Training (PPG-ECFP) at the State University of Southwest Bahia (UESB), with a degree in Biological Sciences from the State University of Southwest Bahia, Jequié campus (2021). She is a member of the Research Group on Environmental Education and Teacher Training (GPEA-FP) and collaborates with the Study and Research Group on Education, Health, and Diversity (GEPEC-SADI).

Felipe Alves do Prado, Universidade Estadual do Sudoeste da Bahia

Undergraduate student in Geography Education at the State University of Southwest Bahia (UESB). He is a member of the "Research School of UESB" and collaborates with the extension project "The School that Researches."

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Published

2025-08-29

Issue

Vol. 23 No. 2 (2025): Ensino & Pesquisa

Section

Artigos

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