Ensino de física inclusivo envolvendo alunos com deficiência visual na educação de jovens e adultos

• Ano de defesa: 2016
• Autor(a) principal: Grossi, Maria do Carmo de Andrade Junqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Ensino de Física; UFLA; brasil; Departamento de Ciências Exatas
• Palavras-chave em Português: Inclusão escolar; Educação de jovens e adultos; Deficiência visual; School inclusion; Youth and adult education; Visual impairment; Ensino-Aprendizagem
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/10875

When we think the teaching of Physics to students with visual impairments, we note that we are still not ready to receive these students. The adopted curriculum, the teaching materials, and the traditional languages are not adequate. The teaching of Physics for students with visual impairments in the Youth and Adult Education courses (EJA) becomes even more critical and challenging. In this work we proposed to promote the teaching of Physics which is designed to assist and enhance the potential of students with visual impairments in EJA. We present a selection of educational content appropriate for the EJA context and adapted for students with visual impairments. We developed a teaching unit for the first year of EJA that used teaching materials written in ink, electronic format and Braille. We also developed manipulative materials designed to help in the understanding of the concepts taught in the course. The work was developed during the school year 2014, in the first grade of EJA-B. It started in the first semester and continued in the next semester with the same students in the second grade of EJA-B. In this work we analyze the results of the investigation regarding the development of the teaching unit "Hydrostatic and its applications" and the manipulative materials created and used throughout the year 2014. We could observe that the teaching of Physics was realized, attending our demands and recognizing the value of students of EJA with and without disabilities. Furthermore, the students who were benefited by this proposal felt included. It made a contribution to their education as contemporary, active and solidary citizens, with tools to understand, intervene and participate in the reality, which are high school goals, in particular within the context of EJA.