Contribuições e desafios para a formação de professores de biologia, física e química em uma perspectiva inclusiva de estudantes com deficiência visual

• Ano de defesa: 2021
• Autor(a) principal: Vieira, Valesca Vargas
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação em Ciências; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Curso de formação; Formação inicial e continuada; Deficiência visual; Inclusão; Ensino e aprendizagem; Training course; Initial and continued education; Visual impairment; Inclusion; Teaching and learning; CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/23028

Due to the importance and need for teachers in initial and continuing education to explore more and more the concepts and aspects related to inclusion, this thesis focused on the investigation of the extent to which the development and implementation of a training course contributed to the improvement of teachers in the areas of Biology, Physics and Chemistry. The data for the analysis of the research were obtained through questionnaires, elaboration of teaching strategies and resources, description of assignments, observations and notes taken by the researcher during the meetings. The data were analyzed using Textual Discourse Analysis (TDA). Prior to the development and application of the training course, an investigation was carried out by means of an online questionnaire sent to all those interested in participating in it. In this questionnaire, we sought to understand the conceptions of Biology, Physics and Chemistry graduates and undergraduates about inclusive education, inclusion and topics related to these subjects, as well as information about their experiences as teachers and what they know about the universe of the visually impaired person. From this analysis we structured the meetings of the training course in order to allocate moments for reflection and discussion on topics related to social inclusion, school inclusion, inclusive education, as well as strategies, materials and teaching resources that can be used to facilitate the teaching and learning process of students with visual impairment. In the first course, held during the months of August to December 2018, we counted with the participation of 6 chemistry academics and in the second training course we had the participation of 18 teachers in initial and continued training of the mentioned areas, which was developed from April to August 2019. The development of strategies and adapted teaching resources were proposed in this thesis as a way to assist in the teaching and learning process of students, for which the teachers worked collaboratively in their development. Some of the activities developed during the course were applied in regular inclusive classes with visually impaired students. As results, regarding the strategies and teaching resources developed, they encompassed several contents such as viruses, mixtures and solutions, models and maps, respiratory system, fermentation, calorimentary, reproductive system, organic functions, Bohr's atomic model, botany (flower), and conservation of energy. We were able to evidence, from the results of this research, that the training course contributed to the teachers' development, as it enabled new learning related to inclusion, the visually impaired person, besides the exchange of experiences among the teachers. From the analysis of the questionnaires we noticed that the participants know the importance of inclusion, however, many of them do not feel prepared to promote an inclusive education, for not having participated in courses/workshops/lectures or disciplines that address the subject or even for not knowing strategies/resources/methodologies to be developed with these students. However, the participants showed great interest in learning more about the theme, ways of adapting materials, and seeking new strategies to be used in the teaching and learning process of students with disabilities. Thus, other related themes need to be further explored to improve knowledge.