Desenvolvimento de tabela periódica em manufatura aditiva aplicando o conceito de desenho universal para aprendizagem

Abstract

The inclusive education is a proposal for all students without distinctions and the differences, which constitute diversity, need to be accepted by all schools and societies. The Brazilian school nowadays has faced difficult times, with unmotivated students, dropouts, school failure and an exclusionary system that, many times, recognizes only the “standard” student type. This research is concern with the inclusive teaching issue of the chemistry discipline through the instrument of the periodic table and is guided by the principles of Universal Design for Learning (UDL). Therefore, UDL can be an effective resource in the elaboration of accessible and inclusive pedagogical teaching materials, as it considers the different sensory pathways, the specificities, and the variability of students in the product conception. The main objective of this dissertation is to develop a periodic table structured with the UDL premises for teaching chemistry in the perspective of the inclusive education. As prototype building methodology, the Project Development Guidance Guide is used (GODP, 2014). This guide is user-centered and provides three moments and eight steps to develop a product. The technology selected for production is the Additive Manufacturing (AM), popularly known as 3D printing, since it is innovative and presents a promising niche in the educational area. The product resulting from this study consists of blocks, platforms and a suitcase, which allows transportation. The final application of the product resulted from a Lesson Plan and it took place in Integrated High School classes at the Federal Institute of Paraná, Campus Campo Largo. The classes were composed of a variety of students with and without disabilities, Special Education and with specific needs. The results show that students were contemplated in their specificities within a regular classroom and this allows for individual and social learning. For the participants, the principles of the UDL enable the teaching of the periodic table covering the multiple forms of engagement, representation and action and expression. Therefore, it is stated that this material indicates a stimulation of students' motivation for learning, representing the content through several sensory channels and admits that they express their doubts and curiosities throughout the teaching and learning process. It is noted, among the results, that there is evidence of an awareness about diversity respect and the need for an inclusive school.