Inclusão na Educação Profissional e Tecnológica: Um olhar sobre o ensino de química para deficientes visuais

Abstract

Inclusion in vocational and technological education is a fundamental issue to ensure that everyone has access to training and the development of the skills needed to work in the job market. In the specific case of teaching chemistry to the visually impaired, inclusion becomes an even greater challenge due to the visual nature of the subject. The visually impaired face a number of barriers in accessing education, especially in subjects that rely heavily on vision, such as chemistry. In this context, it is essential to develop strategies and resources that make teaching this subject accessible to all students, thus promoting inclusion. The aim of this research was to find out how conceptual learning is highlighted in chemistry activities, to identify the didactic aspects involved in adapting these activities and to understand the didactic sequences used in these adapted activities. The aim of this research was to find out how conceptual learning is highlighted in the activities; to identify the didactic aspects of adaptation in chemistry activities; and to understand the didactic sequences used in the adapted activities. It was based on a qualitative approach, based on documentary research, related to the theme of visual impairment and its respective inclusive education processes. The results show that inclusive education is fundamental for chemistry teaching, mainly because there are few materials that provide inclusion. As a result, school inclusion in regular education in the teaching-learning process is necessary not only because it includes students with visual impairments, but also because it allows them to have access to knowledge and can be integrated into the classroom.