Materiais didáticos: ressignificando o ensino de ciências biológicas para alunos com deficiência visual

Abstract

This study investigated the confection and adaptation of pedagogical resources in the area of Biological Sciences for the teaching-learning process of students with visual impairment. It is a descriptive and qualitative research (GIL, 2002). The group of participants corresponds to 16 people, from the 25 participants of the mini-course "Construction of tactile didactic models for the teaching of Biological Sciences" of the I Academic Week of Chemistry and Biology, IFPI / Campus Teresina Central. The subjects answered a semi-structured questionnaire. The information collected was categorized, described and interpreted according to Content Analysis (BARDIN, 1977). There was a incorrect perception of the participants about the rights, needs, pedagogical strategies and didactic resources in the teaching-learning of students with visual impairment. After the mini-course, the majority demonstrated a conception focused on inclusive education, mainly on the preparation and application of didactic models as an auxiliary tool for the understanding of contents in the area of Biological Sciences, qualifying the fixation of knowledge and improvement of learning. The didactic model enables the interaction of students with visual impairment and the class, however, it does not replace the teacher, since the trained professional qualifies teaching through strategies that ensure meaningful learning. It can be seen that the concept of Inclusive Education, in the initial and continuous formation of Biological Sciences teachers (in High School and College), needs a bigger approach. The inclusive perspective can be reinforced by public policies that invest in accessibility, teaching strategies and methodologies, pedagogical resources, teachers with specialized training, etc.