O ensino de ciências na perspectiva da educação inclusiva: uma análise a partir da produção e implementação de um material didático em 3D

Abstract

The dissertation presented here addresses the theme of Inclusive Education for students with disabilities in the municipal public network of Dom Pedrito/RS as a research theme, emphasizing the use of teaching materials in science education. The main objective was to elaborate, implement and analyze the use of didactic material for science teaching in an inclusive perspective, developed through technological resources such as printing on a 3D printer model FDM and laser cutting machine, based on guiding documents for Inclusive Education together with authors such as: Sassaki (1997), Mantoan (2003, 2004, 2005 e 2006), Fonseca (2005), Carvalho (1999) and Fávero (2004). It consists of a qualitative research, of an explanatory nature, based on Gil (2002) and as for the procedures, a research of the type Pedagogical Intervention based on the studies of Damiani et al. (2013). This investigation was carried out at the municipal public school that had the largest number of students with disabilities included and the students of the 7th grade class, the ruling science teacher, the teacher in the Specialized Educational Service room and the researcher. The analysis and interpretation of the data was based on Bardin (1977) and was carried out based on semi-structured interviews, questionnaire, observation of classes, application of pre and post-test and evaluation form of the implemented material. The results demonstrate that the textbook is the most common material used in the teaching of Sciences followed by illustrations, pictures, drawings, among others, which demonstrates the lack of didactic materials similar to the one we have implemented. Regarding the implementation of the didactic material through the interventions, it was noticed that the students were receptive to the proposed activities, showing interest in the content and in the 3D didactic material. During the performance of the tasks, interaction, collaborative work and organization of the groups were identified, through the division of tasks to meet the proposed activities. It was verified the participation of students with disabilities with enthusiasm and interest in the proposed activities, demonstrating involvement and curiosity in the meetings, questioning, working and interacting with the material and with colleagues, making sure that the implementation actually contributed to the teaching of the content. It is concluded that the implementation of the didactic material built by means of 3D prototyping in fact contributed to the teaching of Sciences in the inclusive perspective, because it is attractive and stimulating to students, because it is a product elaborated in view of the 12 principles of Universal Learning Design and in order to be a facilitator in the teaching learning process for all students in the class, inserted in the school context. It is noteworthy that the didactic material implemented has indeed reached its effectiveness in promoting an inclusive school, making it possible to combine 3D technology with scientific knowledge that permeate the study of the Human Circulatory System, creating a space where students can learn together with the aid of a material idealized to be accessible, provocative, thought provoking and challenging.