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.