A INCLUSÃO DO ESTUDANTE COM DEFICIÊNCIA VISUAL NO UNIVERSO DO CONHECIMENTO QUÍMICO: uma proposta para a promoção da educação científica no Ensino Fundamental.

Abstract

The present work deals with the Teaching of Science/Chemistry for students with visual impairment, as a proposal to improve this process and favor Scientific Literacy. Science Teaching, in the current educational paradigm, is understood as fundamental for the formation of critical and participative subjects in decisions for social well-being. When we report to the teaching of Chemistry, we evidence that it is a discipline that makes a lot of use of visual resources, thus, this research had as general objective to subsidize the construction of a learning instrument for the visually impaired public, which aims to facilitate effective learning of Science/Chemistry contents in the scientific education process of Elementary School. To guide our discussions, we used in our theoretical framework authors such as Chassot (2003), Camargo (2016), Krasilchik (2000), Sasseron and Carvalho (2011), Santos and Mortimer (2001), Mantoam (2003), Mazzota (2005), as well as official documents that regulate education such as the Law of Guidelines and Bases of Education 9394/96, the Brazilian Inclusion Law nº 13,146 of 2015 and the Common National Curriculum Base of 2017, among others. Our approach went into qualitative exploratory research. As for the procedures, we used the Case Study and the constructed data collection instruments were based on interview and questionnaire techniques in the form of a Google Forms form. The research subjects were configured in a group of science teachers from schools belonging to the Anil pole of the Municipal Department of Education. The analysis of the data obtained allowed us to suggest that teachers have little knowledge about the specifics of a visually impaired student, in addition, we pointed out that these collaborators declared that they were not able to meet the demand of students with VI, as well as revealed that schools do not support teaching work. From the research carried out, we developed an e-book with didactic guidelines for the inclusion of students with visual impairment in chemistry classes, regarding the content of atomic models and thus, we hope that this work can contribute to the professional practice of science teachers Elementary School and for learning chemical content by students with visual impairments.