Inclusão de alunos com deficiência visual e atividades experimentais multissensoriais: perspectivas e percepções de discentes de licenciatura em química

Abstract

In this paper, Meaningful Learning perspectives are articulated to multi-sensoriality, in a design relevant to experimental activities. Pertinent to this composition, demands concerning the inclusion of visually impaired students in Chemistry teaching are evidenced. Within this scope, Chemistry Teachers and undergraduate students’ perceptions on these demands are analyzed. Interpretation claims proceed from field diary notes and audio records’ analysis, according to Content Analysis assumptions, concerning four Learning Workshop meetings in 2019. Perceptions refer to aspects concerning interaction, communication and articulation of demands, involving teachers and students with and without visual impairment. The subjects expressed learning conception with distinction of logical and psychological aspects, in a multi-sensorial perspective. They distinguished apprentice singular features and previous knowledge. They manifested knowledge of processes for establishing relationships relevant to the empirical-concrete domain and essential attributes of concepts, allocating specificities regarding Chemistry contents and information gathering by means of diverse senses. However, inadequate Chemistry notions and approach were evidenced. It is pointed out the demand for teacher education concerning the inclusion of visually impaired students in Chemistry Teaching. After the meetings, a consensus was perceived among the participants regarding the need for Teacher Education actions, stressing that pre-service activities does not yet correspond to the objectives of Special Education from an Inclusive perspective. The participants highlighted the imprescindibility of the approach of knowledge about school inclusion in the pre-service Chemistry Teacher Education, that allows the flexibility of educational content, activities and educational materials.