Viscosidade dos líquidos: o uso de ferramentas culturais para a inclusão de alunos com deficiência visual no ensino de química

Abstract

Considering learning as a continuous process of social interaction and (re)construction of meanings, we aim to discuss in this study how cultural tools of chemistry, conventional or designed for the accessibility of students with visual impairments (assistive technology -AT), can contribute to the qualitative changes in the development of students in experimental classes enabling them to (re)organize the interpsychological into intrapsychological functioning. Characterized as an action-research spiral cycle, our results demonstrate that AT thought as a cultural tool of Chemistry can contribute to the performance of these students in carrying out activities that, until then, were excluding this social group, but belonging to the routine. of scientific construction. We conclude that visually impaired students can learn chemistry through experiments, as long as classes are planned considering their specificity, reducing barriers with the use of AT, enabling autonomous data collection, however mediated by the teacher.