Educação inclusiva e a formação de professores: proposta de sequência didática para o ensino de química inorgânica à deficientes visuais e cegos

Abstract

Teaching based on an Inclusive Education perspective, which seeks to reduce inequalities and enhance diversity, has changed the forms of teaching in basic education. Physical and pedagogical adjustments are necessary considering the different ways of teaching and learning, in order to reduce the inequality that is present in the educational system, as well as the discrimination that these subjects experience. Considering these changes in basic education, it is necessary to include the topic and familiarize it with undergraduate courses for teacher education. Bearing in mind that they will have contact with these students and they need to know about the limitations of each one and the ways of working based on them. In this sense, this research presents a training proposal for Chemistry teachers aimed at the inclusion of blind students with an emphasis on adapted materials for teaching and an inclusive pedagogical practice. The development of the training proposal was carried out through a didactic sequence, which seeks to present possibilities of articulation between knowledge on the topic of Inclusive Education for the visually impaired and Chemistry Teaching, creating possibilities for enhancing the professional training process for graduates of Chemistry. The application of the developed didactic sequence was not possible due to the interruptions of the in-person classes caused by the dissemination of covid-19. This work demonstrates the potential for the evolution and professionalization of the subjects present in the Licentiate Degree in Chemistry and even with the non-application of the material in its final stage, we believe that it is of great value and motivates the implementation of practices such as these disciplines. of the course, seeking the inclusion of diversity in the pedagogical practices of future teachers.