Roteiros experimentais para audiodescrição no ensino de química: contribuições semióticas

Abstract

Accessibility aims at equality of different subjects in society, understanding that people with different characteristics demand interventions according to their specificities. In this study, we evidenced semiotic contributions of essential elements for the elaboration of accessible experimental scripts that can be used as mediation instruments for audio description (AD), aiming at the school inclusion of students with visual impairment (DV). With elements of action research, the experimental Chemistry classes proposed by the Laboratory of Research in Chemical Education and Inclusion (LPEQI) in partnership with a state institution to support visually impaired people were carried out in four-step spiral cycles: planning, action and observation, reflection and replanning; these being taught with the participation of the DVs. Our results indicate that AD accompanied by experimental scripts printed in Braille and in an enlarged font can promote more autonomous participation of these students in activities hitherto excluding for this audience. We conclude from Peirce's Semiotics how the DV can recognize and interpret the instrumental characteristics and the procedural particularities of experiments mediated by AD from the mental inferences that appear initially as quality, then as a relationship with something already known and, finally, as an interpretation by through the signs that make up thought and that are organized by language.