A tabela periódica como tecnologia assistiva na educação em química para discentes cegos e com baixa visão

Abstract

The Natural Sciences constitute a branch of Basic Education and whose value lies in the transformation of the students' gaze and posture towards the phenomena that occur in their daily life. Despite their importance in interpreting the world and its transformations, students in general have shown a high level of disinterest and disregard for this area of knowledge. Greater alert is made when faced with the phenomenon of school inclusion that brings to the classroom different profiles of the student, as is the case of those who have visual impairment full or partial. According to the Ministry of Education, there are about 930,683 Brazilians with some type of disability, of whom 75,433 are specifically blind or with low vision. In science teaching, the periodic table and the comprehension of the periodic properties of the elements presents itself as a fundamental resource for learning in the discipline of Chemistry, which raises the question about what adaptations this resource should contain in the care of blind students. With the objective of proposing an assistive resource that promotes this access to the information of the periodic table, fulfilling Universal Design requirements, a bibliographic study was carried out that mapped the proposals presented in the last decade (2006-2017), according to Bardin taxonomy, in main events of Chemistry and Education categorizing them according to their proposals and objectives, evidencing an important field of research for numerous licensed researchers. This work then adopted one of the pedagogical resources called Table FD14 (periodic table adapted for the blind), presented at the National Congress of EducationEDUCERE/2015, which was revised and improved to better meet the needs of inclusive education, framing it within requirements legal requirements regarding Braille quality and Universal Design requirements. The new resource was applied in classroom dynamics during the teaching / learning process, obtaining benefits in the instrumental teaching support, in the didactic action of the science teacher and in the learning process of blind and low vision students, removing the barriers of access to the common curriculum, further fostering the possibility of truly inclusive education.