Orientações didáticas para o ensino de química na perspectiva inclusiva: a elaboração e o uso de materiais adaptados para alunos cegos

Abstract

This study presents a formative proposal for teachers of Chemistry aimed at the inclusion of blind students with emphasis on materials adapted for teaching. It adopts as a theoretical reference the approach of the Universal Design for Learning (UDL) to constitute the training action focused on the elaboration and use of adapted didactic materials. To that end, the general objective was to offer an extension course project on the subject materials adapted for blind students in order to promote knowledge for Chemistry graduates regarding the challenges in teaching inclusive classes and, later, to interpret their perceptions and learning about the use and elaboration of didactic materials adapted for blind students. When faced with the proposed objective, we tried to answer the following question: "How an extension course project can contribute to the initial teacher education about the use and elaboration of materials adapted to the blind student for the teaching of Chemistry?" For the collection of information, questionnaires were used (initial and final), audio recording during the formative action, photos of the adapted materials elaborated by the participants. The results obtained were analyzed through the Discursive Textual Analysis of Moraes and Galiazzi (2006). Among the main results, we highlight the elaboration of six didactic materials adapted in the teaching of Chemistry by the participants of this project and the knowledge acquired during the pedagogical intervention, assisting in the process of initial teacher training.