Inclusão no ensino de biologia: proposta de material didático no ensino de botânica para estudantes surdos e ouvintes da educação básica

Abstract

School inclusion starts with the enrollment of a student with special educational needs and is ensured out when the school is prepared to provide the necessary support to this student, so that he/she has conditions to keep in school and learning opportunities, as well as other students. Inclusion is really done with the organization of the pedagogical team, interpreters of Libras, assistants for students with visual or motor disabilities or with any neurodevelopmental disorder, including special learning disorders; the continuing education of teachers, the active multifunctional resource room, in addition to the availability of support materials for teachers and students, tato is, with curricular adaptations of small and major relevance. Curricula need to be revised and adapted, as well as teaching methodologies need to be reviewed to provide learning for the whole class, without discriminating against any student. Therefore, the objective of this work was to develop didactic materials, with botany content for deaf and hearing students to assist in the teaching and learning process of students. In addition to theoretical qualification, this study through interviews the real inclusion of deaf students in basic education, in the high school stage. For this reason, the target audience of this research were teachers/interpreters who have already worked with deaf students, in the context of basic education, with the intention of verifying the difficulties experienced by both parties in the teaching and learning process. Based on this, a blog was developed with ebooks, video classes and supplementary materials for teachers and students related to the contents of botany. It is expected that with this research and development of didatic material, promote an inclusive awareness, reducing the vacuum in the learning of concepts and knowledge of botany of deaf students in the basic education system, and thus make this knowledge more accessible, considering the space culture -visual of the deaf community. This study does not intend to solve all the problems of inclusion, which is evident, but represents a step towards encouraging new teaching proposals to create a more inclusive education and a more dynamic botany teaching.