Overview of learning theories used in research in teaching physics and sciences for visually disabled people and the didactical product of the area

• Autor(a) principal: Formachari, Willyan Mathias
• Data de Publicação: 2021
• Outros Autores: Sitko, Camila Maria, Soares, Narciso das Neves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4814

Abstract: This paper  seeks  to investigate the learning theories applied  in current research in physics teaching in the area of ??inclusion, specifically regarding visual impairment, and presents the types of didactic resources produced in these works. For this purpose, qualitative, bibliographic, and state-of-the-art research was carried out on studies that address these themes. To this end, articles with A1, A2, B1 and B2 ratings, published on the Sucupira Platform, the dissertations of the National Professional Master's Degree in Physics Teaching and the CAPES thesis and dissertations database, all within  the period from 2015 to 2019, were analyzed. 26 works were found, evaluated according to Bardin's content analysis method, focusing on the  following aspects: methodology, content, educational product and learning theories used in each work. It was found that the articles, in general, do not have a theoretical basis in learning theories and that most of the thesis  and dissertations researched are based on the cognitivist trend  of learning, with a focus on Vygotsky's social interactionism . It was also possible to perceive the need to expand research in teaching physics for the visually impaired, to consider other senses than the tactile to produce didactic material and the fact that such research can be developed based on theoretical foundations of learning.  Keywords: Learning theories. Inclusive education. Visually impaired. Physics teaching.