O ensino de química na perspectiva inclusiva : estratégias de ensinagem aplicadas em uma turma com estudante autista

Abstract

Teaching chemistry has the goal to prepare the teacher to be a citizen. Teach chemistry means to develop in the students the ability to take part and to be critical about the society which they belong to. (SANTOS e SCHETZLER, 1996). We need chemistry all the time in our daily routines, to cook, to wash clothes, take medicines, take care of the garden, paint our house, or light a match. All of them are chemical phenomena.When we teach chemistry to develop citizens, it requires making them conscious that is a science in development, and it is investigative. As it is a science that requires a lot of abstraction it is important for the teacher to make use of all different methodologies available, so they can facilitate the learning process. The schools receive kids and teenagers every day with a broad variety of disabilities. To be in a public school and get a proper education is a universal right, which is guaranteed by law. Based on the studies of Anastasiou e Alves (2010) we developed a strategy to make the learning of chemistry available and efficient for all students. From this perspective, this master thesis has the goal to investigate the barriers of teaching chemistry to a class where one of the students has autism. It will analyse and propose strategies on how to make the art of teaching chemistry effective considering the scenario of an autist student included in a common classroom. The research was organised as a research-action based on the author’s practice and it follows the steps proposed by Dionne (2007). The research happened at the Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense – Campus Bagé/RS, where the author works as a chemistry teacher. The data collected for this research is from a classroom that contains 30 students, one of them has ASD – Asperger’s Syndrome. The research happened between March of 2019 and August of 2020. The research subjects were the researcher, the class, the autistic student and the IFSul pedagogical team. We used the field diary, unstructured interviews, and questionnaires to produce the data that were analysed following the assumptions of content analysis (BARDIN, 1979). The topics that were discussed within this dissertation project include the issues of teaching Chemistry, understanding the ASD – Asperger’s Syndrome, inclusive education, how to remove barriers on teaching and engaging ASD’s students into the class context, and how the teaching strategies proposed by Anastasiou and Alves (2010), can contribute to the learning of autistic students. Once the research was finished, it was possible to notice that the use of 12 teaching strategies did not contribute to overcome all existing barriers in the teaching-learning process, as the presence of pedagogical barriers were identified, which is due to the absence of an adapted curriculum. Considering the context of chemistry teaching process, the strategies researched proved to be important for the motivation of the students and, in addition, they guaranteed the participation and integration of the autistic student.