The participation of students with disabilities in science fairs: the relation between playfulness and learning

Abstract

Science Fairs have the potential to provide the inclusion of students with disabilities. Thus, the aim of this work is to present reports and reflections on the participation of students with disabilities in Science Fairs. The playful character present in this event and the development of students with disabilities were evaluated. The data construction instruments were: participant observation and semi-structured interview with two students with disabilities who participated in a Science Fair at the school and in the Science Fair of the Federal University of Catalão, a regional event held annually. The influence of the environment and social relationships through the student's experiences in activities determine their development. The results showed the success of the experience, as evidenced by the narratives of the participants, who expressed motivation, interest, and pleasure in participating in the Science Fairs, allowing them to be autonomous, to appropriate knowledge in a critical, pleasurable way, learning to communicate, and, mainly, improving their self-esteem. Thus, it is concluded that Science Fairs are playful activities capable of providing the appropriation of knowledge in an autonomous and pleasant way to students with disabilities.