Sensorial book: playfulness as a learning strategy in inclusive education in the teaching of natural sciences

Playful activities in science education are important tools in the context of social inclusion, especially to develop motor activity and cognitive development of students. Thus, this study aimed to verify if the sensorial book as a playful activity is a viable strategy in the inclusive education of natural sciences. This research aimed to conduct pre-elementary students to act in playful activities and it was and divided into three stages: I) assessment of prior knowledge, II) explanation of the theme and sensory book and III) post-intervention assessment. In step I, we observed that most students represented only pets on their mind maps. In step II, all students showed to be more participative in handling the sensory book. The visually impaired student had no difficulty in handling the book, showing that the adoption of instruments such as this kind of book promotes the inclusion in a classroom. In stage III, it was observed that the diversity of vertebrate animals drawn after the intervention increased, a consequence of greater knowledge about the group and better fixation of the topic addressed, presenting the sensorial book as a great didactic resource for students with disabilities or not. Thus, the sensorial book as a didactic tool provided the majority of the participation of the students and their inclusion in the classroom, highlighting the importance of inserting pedagogical resources in the school curriculum.