A UTILIZAÇÃO DE ESTRATÉGIAS DIDÁTICAS PARA FAVORECER O ENSINO DE QUÍMICA PARA ESTUDANTES COM DEFICIÊNCIA VISUAL

Abstract

At the Brazil, the discussion on the topic of educational inclusion of students with special needs has been going on for some decades. However, it is possible to note that, despite the initiatives and public policies for the inclusion of students with disabilities in the school environment, there is still a need for many discussions on this topic. Among the different subjects that high school students must take is Chemistry, which in addition to being abstract, there are three levels of understanding: (i) macroscopic, (ii) microscopic and (iii) representational. Knowing that visually impaired students have impairment or even a lack of sense of vision, some questions arise regarding the conditions of these students to learn the specific contents of chemistry. Understanding that the visually impaired student has the right to access the same chemical knowledge as the so-called “normal” students, the following guiding question arises from this research: How can teaching strategies favor the teaching of chemistry to visually impaired students? Promote the teaching of Chemistry to visually impaired students enrolled in a regular school, attending high school, which this research aimed to develop, apply and analyze the teaching possibilities based on didactic strategies adapted for DV students. That it is important to address different focuses, such as: initial teacher training from the perspective of educational inclusion, as well as the development of teaching materials and strategies so that these students can be effectively included in the discipline.