O ensino dos sistemas endócrino e hormonal no contexto da deficiência visual: desafios e possibilidades no ensino remoto

Abstract

The choice to study Science Teaching for visually impaired students is justified by the numerous challenges of the inclusion process of these students (BASTOS et al., 2016) and the importance of using accessible resources as mediators of the teaching and learning processes of scientific concepts. Thus, this dissertation, developed within the scope of the Graduate Program in Science Teaching – Unipampa –, Bagé campus, aimed at building a pedagogical proposal addressing the concepts about the integration of the endocrine system and hormonal system with the bodily changes that occur at puberty. The methodological approach that guided the investigation was the qualitative approach, and the type of study the pedagogical intervention research. Data collection procedures were: field diary, observations, questionnaires, interviews and filming. Data were analyzed using the methodological procedure of thematic analysis, which were structured based on the specific objectives of this work. The study was developed with a visually impaired student enrolled in the 9th grade of Elementary School. The results of the investigation showed that through the use of accessible didactic resources for teaching students with visual impairment, it was possible to provide opportunities for the participation of this student with equity in the teaching and learning processes. The educational product of this research was an accessible didactic sequence, which was made available on a website of the Nucleus of Studies in Inclusion (NEI) of the Federal University of Pampa.