INCLUSIVE EDUCATION IN NON-FORMAL SPACES

AN ANALYSIS OF BRAZILIAN SCIENCES MUSEUMS

Abstract

This research was based on the articulation between Inclusive Education and Science
Teaching in non-formal spaces, seeking to contribute to the expansion of discussions regarding the
inclusion of people with disabilities in Science museums, incorporating accessibility actions. Aiming to
identify and analyse the dimensions of Inclusive Education present / absent in Brazilian Science
museums, the conceptions of the coordinators of Science museums and the creators of the “Guide to
Accessible Science Museums and Science Centers” were investigated through a semi-structured interview.
The data were analysed from the perspective of Content Analysis, according to categories defined a priori.
Was observed that in the Physical dimension there is a predominance of aspects relevant to access to the
institution. In the Programmatic dimension, actions that seek to reduce barriers arising from the lack of
training of monitors were identified, which directly implies mediation. In the Communicational
dimension, it was possible to identify the creation of tactile and manipulable materials. In observing the
Attitudinal dimension it was noticed that the institutions have developed practices of sensitization and
awareness. However, the results show that some measures are still available with restrictions, or even,
unavailable. The implementation of these changes must occur in the short, medium and long term since
it is not possible to definitively address all the needs of the spaces and their visitors. We emphasize the
need for future research to be dedicated to understanding whether inclusion is effective in the museum
space and how the disabled person participates in this process.