Explorando a lua: uma proposta didática com enfoque na acessibilidade para estudantes com deficiência visual

Abstract

This study aimed to analyze the pedagogical potential of a teaching proposal on the phases of the Moon, developed based on the principles of Universal Design for Learning (UDL) and Vygotsky's historical-cultural theory. The proposal was implemented in an 8th-grade class at a public school in the western region of Paraná, Brazil, which included a student with visual impairment. In order to promote accessible and collaborative learning, the following objectives were outlined: to develop a multisensory and inclusive teaching sequence on the phases of the Moon; to apply pedagogical mediation strategies that fostered the participation of all students; and to analyze the effects of the proposal on the construction of astronomical knowledge, especially in relation to the understanding of the Moon's phases. The research was conducted using a qualitative approach, with data collected through diagnostic questionnaires, field diary entries, and audio recordings of the lessons. The results indicated greater student engagement, improved conceptual understanding, and effective participation of the student with visual impairment in the proposed activities.