Proposta de recurso didático adaptado para ensinar a escala de pH a estudantes com deficiência visual

Abstract

For many centuries, people with visual impairments were marginalized and seen as incapable of learning or contributing to society. In this context, within the teaching of Chemistry, abstract concepts such as the pH scale can become challenging when they are presented only through visual resources. Therefore, this qualitative and exploratory research seeks to investigate how accessible didactic resources can support the teaching and learning of the pH scale, taking into account the specific needs of blind students. The study was developed based on a theoretical framework obtained through a bibliographic review grounded in authors such as Silva, Santos, among others, who address Chemistry education, inclusive education, and the use of accessible didactic resources, which guided the development of this work. Thus, this proposal is justified by the educational and scientific importance of proposing an adapted didactic resource that strengthens inclusion, promotes autonomy, and facilitates the understanding of complex Chemistry content, valuing students’ protagonism in the learning process. To this end, the research was carried out through the construction of a tactile didactic material on the pH scale for blind students. In addition, the construction of the tactile pH scale highlighted the potential of simple and accessible materials. Finally, based on the results obtained and the initial proposal, it can be stated that the objective was successfully achieved.