As aulas de biologia para alunos cegos no ensino médio: estamos preparados para esse desafio?

Abstract

The present work investigates the school reality of the visually impaired secondary school students of the Adauto Bezerra High School, in Fortaleza CE, from biology classes. Looking on the training of their teachers, the reasons and reflections about the problems that these students face in their school day to day. The theoretical approach contemplates the study of teaching for the visually impaired in Brazil, based on the Ministry of Education's Guidelines and how it is put into practice, visualizing problematizations about the government's educational proposals for these students. It also includes the explanations of biology teachers about the subject, and how these students learn in schools, and also the training of these teachers for this type of differentiated teaching. The present work aims to elucidate reflections about the problems that biology teachers face in the teaching of mixed schools from the training received in their undergraduate courses, and also analyzes the perception of visually impaired students as students of mixed schools. The methodological approach used was the qualitative / reflexive research. Interviews were carried out with professionals from three institutions working with visually impaired students, Instituto Hélio Góes, Escola de Ensino Fundamental Instituto dos Cegos and EEM Adauto Bezerra. In one of them, Adauto Bezerra, were also accompanied biology classes and interviews with professors from these disciplines and with the visually impaired students inserted in these classes. It was noted that the formation of scientific content received in the undergraduate course of teachers directly influences their style of teaching. As a reflex, the classes become distant from the disabled students, leading them to self exclusion within the classroom, where they do not charge the teacher for didactic improvements because they accept that they have to find solutions to the learning difficulties they suffer. On the other hand, the teacher who was not stimulated during the course to prepare for this type of mixed teaching, has difficulties to plan and to put into practice the ideal teaching for this type of student, bringing consequences for the learning of the same. It is considered that the formation of the future professor in the course of Biological Sciences needs to be rethought, so that the student leaves the course understanding the possible realities that he may face and feeling himself capable of succeeding before it. It is observed that the reality of the blind student is still difficult to be faced and perceived in undergraduate teacher training courses in the various disciplines of Biological Sciences so that inclusion actually takes place in the classroom.