Educação em Ciências e deficiência visual: estratégias de um ensino inclusivo para a superação de barreiras em sala de aula.

Abstract

This dissertation awoke from the difficulties with inclusive education during internship practices and in teaching, research and extension projects throughout the graduation in Chemistry at the Federal Institute Sul-Rio Grandense, also associated with the reports of these difficulties by Amélia Bastos and other professors in scientific articles. Upon joining, in 2018, the Master's in Science and Mathematics Teaching at the Federal University of Pelotas, together with my advisor, we developed this research whose general objective was to investigate and identify in Science Education which strategies are used by teachers and students with visual impairment and to what extent they account for the overcoming of barriers in classrooms in Brazil. Therefore, we use as theoretical reference the historical dialectical materialism of Lev Vigotski, which demonstrates the importance of socio-cultural transformation for the development of a child. And we also rely on Gaston Bachelard's pedagogical and epistemological obstacles, which refers to barriers in the student's teaching and learning process. In order to achieve these objectives, we carried out a bibliographic research using the CAPES and Scielo repository as a data collection source. After reading each selected article, we made qualitative analyzes and from the reflection of these, the main chapters that meet the objectives emerged: barriers in Science Teaching to students with visual impairments, ways of overcoming barriers and the strategies of these teachers and students. As results, we highlight that the cognitive and metacognitive strategies most used by students with visual impairment and the methodological and instrumental strategies by these students' teachers in teaching Chemical Science are the main responsible for overcoming the attitudinal barriers mostly found. We conclude that the student and the educator use different strategies, so the teacher needs to seek training and postgraduate courses to know and learn to use the strategies with their student and also to guide them in the use of the cognitive strategy or more adequate metacognitive in each class, as they are important for the formation of skills and abilities of this student. Based on discussions of the results and conclusions reached, we built the final product of the Master's, consisting of a guide with suggestions for laboratory practices adapted to Chemistry Teaching teachers who work with students with visual impairments to serve as an auxiliary tool.