Elaboração de sequência didática sobre o átomo e sua estruturação como proposta de inclusão à alunos com deficiência visual

Abstract

The present study, being exploratory and qualitative in nature, had as its premise the approach to teaching Chemistry with emphasis on the introduction of the atom and its properties, based on curricular parameters, but with adaptation to teaching for blind students. In general, classes cannot be just theoretical, as they become overwhelming and demotivate students. This study was based on the initial investigation of books, abstracts and scientific articles that presented proposals to improve teaching for blind students, but in a more playful, attractive, interactive and inclusive way. In this design, a didactic sequence was created with the main purpose of addressing the introduction about the atom and its characterization in order to place the student as an active agent in the process of teaching transposition, promoting contextualization in an inclusive way and stimulating the development of the student's critical sense. Knowing that the contents are generally theoretical and that the games do not cover students with visual impairments, the proposal of the present study can facilitate learning and bring better results for these students. During classes, it was already possible to notice the difficulties for both teachers and teachers. With the implementation of the elaborate didactic sequence, the change was visibly positive.