Bases teóricas e metodológicas que sustentam as práticas inclusivas registradas em artigos, dissertações e teses relacionadas ao ensino de química à alunos com deficiência visual

• Ano de defesa: 2021
• Autor(a) principal: Arenare, Eleonora Celli Carioca
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Ensino de química; Deficiência visual; Práticas inclusivas; Bases teóricas; Bases metodológicas; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Inclusive education; Visual impairment; Chemistry teaching; Inclusive practices; Articles; Dissertations and theses
• Link de acesso: http://ri.ufmt.br/handle/1/5843

The present work originated from a research involving Chemistry Teaching and Visual Impairment in the Brazilian and international context. This is a study based on academic publications, whether articles, dissertations and theses, published or defended between 1998 and June 2020. The general objective was to map the contributions and perspectives that Inclusive Practices present for the teaching and learning process, as the main focus in students as Visual Impairment (Blind or Low Vision). Initially, we describe the historicity of Inclusive Education highlighting some records, specifically in the discipline of Chemistry. We highlight the articles published on Teaching Chemistry and Visual Impairment in some events in the area Education (ANPED; ENDIPE, CONEDU and CINTEDI), and specific events in the area of Chemistry/Science Teaching (ENPEC; ENEQ; SIMPEQUI and CBQ). Next, we classified the articles of journals with Qualis classification (extracts A1, A2 and B1), according to based categorizations presented by Moraes and Galiazi (2006) and Moraes (2016). We describe the articles, dissertations and theses, found in eight databases (Redalyc.org, Google Scholar, CAPES, BDTD, La Referência, RCAAP, Scielo and Oasis.br) correlated with Chemistry with Chemistry Teaching and Visual Impairment. For this, analyzing which chemistry contents are addressed, highlighting the inclusive practices used in high school. For our research to take shape, we based on the ideas of Sanchez Gamboa (2012), creating our own Paradigmatic Matrix, having as object of study: articles, dissertations and theses. Through an epistemological analysis we observed that academic production focuses on Inclusive Practices, their contributions and perspectives for the teaching and learning process of "Chemistry", the possibilities of exploration of Chemical Concepts for high school students with such disabilities.