Inclusão de estudantes cegos e de baixa visão: discussões em espaços de formação de professores de química.

Abstract

Inclusion is one of the themes that permeate the school teaching space, given the need for specific training to provide access to learning for all. Given the above, the objective of this study is to identify and discuss possibilities for the inclusion of students, especially those with visual impairments, in the context of teaching Chemistry, with a view to contributing to teaching activities in basic and/or higher education. For this discussion, this research includes two stages: I) studies with an exploratory research carried out on the Capes portal and on the Brazilian Digital Library of Theses and Dissertations (BDTD) and II) conducting discussions, based on the monitoring of classes of a component curriculum of the second semester of a Licentiate in Chemistry course, in which the Content Analysis of the records of recorded classes and responses to a questionnaire with undergraduates was used as an analysis methodology. As a result, we obtained two categories of analysis: I) Inclusion in the teaching context and II) Training, challenges and possibilities of Inclusion in the teaching context. The study revealed the importance of knowing and working with the concept of Inclusion, the importance of teacher training that includes spaces and times for discussions throughout the initial and continuing training of Chemistry teachers, as well as the need for institutional and professional support. in the area of Inclusion. The discussions allowed the production of an Educational Product (a blog), which aims to include elements of the theoretical study and analysis from the monitoring of some of the discussions held within the scope of a curricular component of the degree in Chemistry at the Federal University of Pelotas – UFPel, with indications, references and space for interactions, which can help the teacher with the teaching of blind and low vision students.