Deficiente visual: ensinando e aprendendo química através das tecnologias assistivas no Ensino Médio
Carregando...
Data
2016-07
Autores
Orientador
Marchi, Miriam Ines
Banca
Marchi, Miriam Ines
Lopes, Maria Isabel
Giongo, Ieda Maria
Schuck, Rogério José
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Atualmente fala-se muito sobre a cidadania da pessoa com necessidades educacionais especiais (NEE) e seus direitos e deveres para com a sociedade. Ou seja, discutem-se questões a respeito do espaço que lhe compete como cidadão integrado socialmente. Diante desta problemática, esta dissertação tem como objetivo geral analisar se e como as Tecnologias Assistivas, utilizadas no Centro de Apoio Pedagógico para Atendimento à Pessoa com Deficiência Visual de Boa Vista Roraima, contribuem para a aprendizagem dos conteúdos de Química no Ensino Médio. Busca, também, averiguar a utilização das Tecnologias Assistivas como recursos pedagógicos para aprendizagem dos conteúdos de Química de alunos com deficiência visual no Centro de Apoio de Deficiência Visual e sua repercussão nas Escolas Estaduais de Boa Vista em que estudam estes alunos. Utilizou-se como processo metodológico a pesquisa descritiva através de técnicas padronizadas de coleta de dados a partir de questionários e entrevistas, tendo sua abordagem de natureza qualitativa. A pesquisa foi realizada com os alunos deficientes visuais que estão no Ensino Médio e que frequentam o Centro de Apoio Pedagógico para Atendimento à Pessoa com Deficiência Visual na disciplina de Química, com os professores de Química que atendem neste Centro e com os das Escolas Estaduais. Os resultados apontaram que este Centro de Apoio promove “um universo” de possibilidades e de acesso a novos conhecimentos através do uso das Tecnologias Assistivas que auxiliam os alunos deficientes visuais nas atividades educacionais, estimulando o potencial cognitivo e favorecendo a socialização e a aprendizagem. Em relação à disciplina de Química, contribui para o desenvolvimento dos conhecimentos químicos dos alunos de forma mais igualitária e dinâmica. Quanto ao curso ministrado aos professores, constatou-se que a formação continuada possibilita a reflexão e o crescimento tanto pessoal como profissional e a mudança de práticas pedagógicas excludentes.
There is, currently, a great discussion about the citizenship of the person with special educational needs (SEN) and their rights and duties towards society. That is, issues about that one’s space as a socially integrated citizen are usually debated. On this problem, this dissertation generally aims to analyze whether and how Assistive Technologies used in the Center for Educational Support Service for People with Visual Impairment of Boa Vista, Roraima, contribute to the learning of Chemistry contents in high school, as well as investigate in which terms the use of Assistive Technologies as an educational resource contribute for students with visual disabilities at the Center for Support of Visually Impaired’s chemistry learning, and its effect on state schools of Boa Vista, where these students study. As a methodological process, descriptive research was used through standard techniques of collecting data from questionnaires and interviews, with a qualitative approach. The survey was conducted with visually impaired students who are in high school and attend the Center for Educational Support Service for People with Visual Impairment for the chemistry subject, as well as chemistry teachers who work at this center and at State Schools. The results indicated that this Support Center promotes a "universe" of possibilities and access to new knowledge through the use of Assistive Technologies which help the visually impaired students in educational activities stimulating cognitive potential and promoting socialization and learning. Regarding the discipline of chemistry, it promotes the students’ development of chemical knowledge in a more egalitarian and dynamic way. Regarding the course taught by the teachers, it was found that continuing education allows reflection and personal growth both as a professional and pedagogical change of exclusionary practices.
There is, currently, a great discussion about the citizenship of the person with special educational needs (SEN) and their rights and duties towards society. That is, issues about that one’s space as a socially integrated citizen are usually debated. On this problem, this dissertation generally aims to analyze whether and how Assistive Technologies used in the Center for Educational Support Service for People with Visual Impairment of Boa Vista, Roraima, contribute to the learning of Chemistry contents in high school, as well as investigate in which terms the use of Assistive Technologies as an educational resource contribute for students with visual disabilities at the Center for Support of Visually Impaired’s chemistry learning, and its effect on state schools of Boa Vista, where these students study. As a methodological process, descriptive research was used through standard techniques of collecting data from questionnaires and interviews, with a qualitative approach. The survey was conducted with visually impaired students who are in high school and attend the Center for Educational Support Service for People with Visual Impairment for the chemistry subject, as well as chemistry teachers who work at this center and at State Schools. The results indicated that this Support Center promotes a "universe" of possibilities and access to new knowledge through the use of Assistive Technologies which help the visually impaired students in educational activities stimulating cognitive potential and promoting socialization and learning. Regarding the discipline of chemistry, it promotes the students’ development of chemical knowledge in a more egalitarian and dynamic way. Regarding the course taught by the teachers, it was found that continuing education allows reflection and personal growth both as a professional and pedagogical change of exclusionary practices.
Descrição
Palavras-chave
Tecnologias assistivas; Deficiente visual; Ensino de Química
Citação
SILVA, Tânia Núsia Da Costa. Deficiente visual: ensinando e aprendendo química através das tecnologias assistivas no Ensino Médio. 2014. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, nov. 2014. Disponível em: http://hdl.handle.net/10737/1066.