O ensino inclusivo em Ciências da Natureza para estudantes com deficiência visual através do uso de sequência didática

Abstract

Inclusion in the school environment stems from many studies and practices which ensure the right of students to build their knowledge together. In order for this right to be assured, the school must provide pedagogical and didactic means for the inclusive process to take place, seeking to value heterogeneity, treating all with the principle of equity. This research developed in the course of Nature Sciences Degree of Unipampa, Campus Dom Pedrito, aimed to investigate the relevance of the application of a didactic sequence on the bee theme, in the curricular component of Sciences, as well as the didactic-methodological resources for the processes of teaching and learning of a visually impaired student. The methodology is characterized, as regards the approach, as qualitative, regarding the objectives as exploratory and, regarding the procedures, as pedagogical intervention. It had as locus a school of the municipal public network of Dom Pedrito-RS and like subject a visually impaired student enrolled in the 7th year in the school. The data were analyzed according to the methodology of Description Language (BERNSTEIN, 2000). The research development period was from January to July 2019. The research was developed in five stages, to better elucidate the context researched. It is concluded that the inclusion of students with visual impairment in the school context is a possible reality and that the use of adequate materials and resources, based on the interests, needs, potentialities and reality of the subjects, facilitate interaction in the classroom , propitiating their personal development through the stimulus in the search for the construction of their knowledge.