A formação de conceitos científicos para sujeitos com deficiência visual: sequência Fedathi como aporte metodológico no ensino de química

Abstract

Chemistry for the visually impaired has been presenting difficulties. Regarding the difficulties we include: new methodologies covering their needs, instructional teaching / stimulus response, lack of inclusion, the own teacher training, language - Braille Chemical spelling for use in Brazil. It is noticed that there is a lack of preparation of some teachers in working with this population and difficulty in addressing the content linked to the concepts of mass, volume and density. Given these data and aiming to contribute to the teaching of chemistry for the visually impaired, this research has the general objective to observe the formation of scientific concepts for visually impaired subjects and use the Fedathi sequence as methodological support for Chemistry Teaching, aspirating changes in the way teachers conduct their classes, the Fedathi sequence was created by Professor Dr. Herminio Borges Neto from Universidade Federal do Ceará (UFC). Initial work report to Mathematics Teaching and is based on four sequential and interdependent steps: taking position, maturity, solution and proof. Although Fedathi sequence has been developed with emphasis on Mathematics, it can be used in any subject. So for the research we adopted as theoretical frame the authors Borges Neto et. al. (2013), Brandão (2004, 2009), Juca (2011), Magalhães (2015), Mól et. al. (2012), Nuñez Ramalho (2004), Perrenoud (2003), Pozo and Crespo (2009), Freire (1996). The research aimed to investigate and experience Fedathi sequence at regular schools, the subject of chemistry, the high school first and second year, with visually impaired students. The results show a student avid for knowledge and unfortunately , by not having adequate teaching their needs have hampered his training process. Therefore, lies with the student the "burden" of being formed into a traditional stimulus-response system, which somehow comes to prejudice the participation of the same in the classroom, further undermining the teaching and learning process. With the experience of Fedathi sequence it was possible to observe another posture from the student even insisting on questions. Making them critical in order to seek and have their participation.