Desafios e estratégias utilizadas por estudantes com deficiência visual no estudo da Química no ensino médio

Abstract

This study aimed to investigate strategies used by students with visual impairments to study Chemistry in High School. In this research, a qualitative approach was used so that we could observe the pedagogical practices used by students with visual impairments in the Study of Chemistry during their High School studies, improving the main objective of the research, which was to analyze how the study strategies used by students with disabilities visual influenced his formative journey in Chemistry in High School. Based on the objective of the study, it was based on exploratory research where students and former high school students from public schools in the State of Pernambuco were approached. Two students with congenital low vision and one with acquired blindness participated in the research. To collect the data, a questionnaire was used where semi-structured interviews were carried out with the participants. The interviews were carried out individually with them, two of the participants were interviewed remotely using Google Meet, and the third was interviewed in person. The purpose of this work is to understand whether in fact the Brazilian Law on the Inclusion of Persons with Disabilities (LBI), no. exercise of fundamental rights and freedoms by people with disabilities, aiming at their social inclusion and citizenship (BRASIL 2015). In the first stage of the research, social questions were asked, such as: their age, how many people they live with and what type of visual impairment they have. The second stage was specific questions from High School and the contents of Chemistry during High School, as well as interaction with other students and teachers in the classroom. According to the data found, the lack of access to materials adapted for the study of Chemistry, and the lack of continued training of teachers to teach students with visual impairments were the points most raised by the participants, as well as other no less relevant points mentioned. during the research, including the lack of support from school staff, activities that did not include students with visual impairments, schools without access for wheelchair users and the lack of sensitive access for people with visual impairments significantly affected learning and motivation from them. In this way, we seek to understand the traditional classroom models, where the teacher is seen as the bearer of knowledge that must be passed on to students, Paulo Freire (2005) and the strategies that could facilitate learning for students with visual impairments in the study of Chemistry in High School, promoting their inclusion and autonomy in the classroom environment.