UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA ADAPTADA PARA O ENSINO DE QUÍMICA À LUZ DOS MOMENTOS PEDAGÓGICOS

Abstract

For a long time, people who had some type of disability were excluded from social life because they did not meet the standards imposed by society. However, over the years, concepts changed, movements, laws, decrees and ordinances were created to protect and guarantee the social rights of these people. In the field of education, this movement was no different, people with disabilities (PWD) now have guaranteed access to education, specialized care professionals and a support network for each specific case. However, ensuring access to education does not mean that it is actually included in school activities. It is necessary to think about systematized planning in a way that actually enables these students to learn. In this sense, the objective of this study was to develop a didactic sequence adapted from the teaching of Chemistry, for students with Special Educational Needs (SEN), using the Three Pedagogical Moments methodology. The research was developed qualitatively, through studies of bibliographic references on chemistry teaching, inclusive education and the Three Pedagogical Moments. Thus, the present work consisted of preparing two lesson plans on Chemical and Physical Transformations of matter, for the 1st year of high school, according to the skill EM13CNT101, expressed in the National Common Curricular Base (BNCC). The plans were created through problematizing questions related to events in the students' daily lives. To systematize scientific knowledge, expository-dialogue methodologies and active methodologies such as experimentation and peer instruction were used. This research is significant for the teaching and learning process, not only for students with SEN, but also for other students, as it encompasses actions that promote social interaction and the collective construction of scientific knowledge, based on active methodologies.