2026-11-052026-11-052026-04-30CORRÊA, Hanna Karine Araújo. Educação Inclusiva em ciências: formação continuada de professores para inclusão de alunos com TEA e TDAH. Orientação: Bianca Venturieri. 2026. 110 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) - Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/421AbertoEnsino de CiênciasEducação inclusivaTranstornos do espectro autistaTranstorno do Déficit de Atenção com HiperatividadeFormação de professoresScience educationInclusive educationAutism spectrum disordersAutism spectrum disordersTeacher trainingDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Tópicos Específicos de Educação::Educação EspecialContemporary dialogues regarding Education and Science teaching demand an increasingly sensitive perspective toward multiple learning styles, validating the urgent need for new actions that respond to the diversity of the school environment, with a focus on the inclusion of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). From this perspective, this study investigates how a continuing education process within a collaborative context can strengthen the practice of Natural Science teachers (Biology, Physics, Chemistry, and related fields) working in Middle and High School in Belém, Pará, when facing the challenges of student inclusion. To this end, the research adopts a qualitative study approach, following an action-research framework within a collaborative context, grounded in critical reflection on daily school life and the gaps in teacher training regarding diversity. Data collection was conducted through questionnaires and semi-structured interviews to capture perceptions and the obstacles experienced within the school environment. Data analysis utilized Bardin’s Content Analysis (2016), highlighting units of meaning that emerged from the participants' narratives. The results reveal that inclusion is experienced as a field of tension, where educational ideals clash with severe structural barriers, such as high student-to-teacher ratios and a lack of institutional time for collective planning—factors that frequently generate feelings of isolation in teaching practice. Furthermore, a fragmentation in the flow of information and in the articulation between the general classroom and Specialized Educational Services (AEE) was observed, hindering the continuity of assertive actions. Based on the exchanges and reflections facilitated by the study, it is concluded that continuing education, by promoting spaces for sharing and horizontality, allows for the overcoming of a purely clinical view of diagnosis in favor of recognizing the singularity of the subjects. This process fosters a more equitable, dialogic Science education committed to the reality of the Amazon region.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos