Estudos sobre a participação guiada no ensino de química para alunos com deficiência visual
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Data
2023-11-29
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Universidade Federal de Goiás
Resumo
The text presented is the report of a master's degree research linked to the Science and
Mathematics Teaching and Learning line (Axis - Science and Mathematics Teaching and
Inclusive Education) of the Postgraduate Program in Science and Mathematics Education. The
research aims to reflect on the contributions of experimentation through guided participation
(PG) in the process of teaching and learning Chemistry for students with visual impairments
(VI). Rogoff's (1998) guided participation was used as a theoretical framework, whose analysis
considers how individuals, groups or communities transform as they together constitute and are
constituted by a sociocultural activity. The entire analysis is based on Historical-Cultural
Theory, focusing on mediation for the social construction of knowledge. As a methodological
path, participatory research sought contributions in order to develop new strategies for teaching
students with visual impairments. This study was carried out in partnership with the
Pedagogical Support Center for Assistance to People with Visual Impairment (CAP/CEBRAV),
in Goiânia. Eight pedagogical interventions (PI) were carried out that covered the contents of
Chemical Kinetics. The planning of the experiments was designed to use the students' other
senses: touch, smell, hearing and taste as a means of observing the experiment, so that they
could participate in an autonomous and independent way. One of the IPs carried out was the
“Production of scented cinnamon oil”, which allowed us to have a discussion covering social
issues relating to the history of the spice and environmental discussions involving
pharmaceutical and herbal formulations. The results reveal that in PG, learning occurred with
familiarization with techniques and manipulation of equipment, through participation in
practical activities and teacher mediation, dialoguing with the experimentation with an
investigative bias by Carvalho (2021) which provided autonomy in carrying out the experiment.
Therefore, the use of experimentation with an investigative bias mediated by the PG, favored
the appropriation of knowledge and the development of skills to reduce the barriers that prevent
these students from participating in experimental classes, resulting in their autonomy. In this
way, the use of guided participation in DV classes guides a Chemistry teaching proposal that
provides new possibilities for the more autonomous participation of these students, contributing
to the teaching-learning process.
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Citação
SILVA, R. M. Estudos sobre a participação guiada no ensino de química para alunos com deficiência visual. 2023. 139 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Pró-Reitoria de Pós-graduação, Universidade Federal Goiás, Goiânia, 2023.