Instrumentalizando o ensino de ciências : inclusão de alunos com deficiência visual por meio de conteúdos botânicos

• Ano de defesa: 2012
• Autor(a) principal: Ferreira, Lurnio Antonio Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Ensino de Ciências Naturais
• Palavras-chave em Português: Educação inclusiva; Material didático; Ensino de botânica; CNPQ::CIENCIAS EXATAS E DA TERRA; Inclusive education; Courseware; Teaching of botany
• Link de acesso: http://ri.ufmt.br/handle/1/1863

Inclusive education in regular educational system, advocated and implemented by the governments of the three spheres, federal, state and municipal, has been hampered due to that part of the actors responsible for the effective action of the teaching-learning process, in this case teachers, are not fully qualified to work with students with a disability, enrolled in regular classrooms, as noted in a study conducted in two public schools located in the city of Cuiabá-MT. This survey shows that the participants teachers, responsible for the sciences subject of the elementary school, are licenced in biology, physics or chemistry, and these courses, not predicted in their curriculum structures, activities or disciplines that prepare them adequately for the exercise of teaching from the perspective of inclusive education. In order to favor these teachers to promote the inclusion of students with visual impairments in regular classes, from botanical contents provided in the curricular structure of science education, it was developed an educational material applicable for both students with normal vision as for those with disabilities visual, enrolled in the same class. Such material is anchored mainly on botanical resources employed more frequently in the daily lives of these students, in the school or home.