Construção de material didático para o ensino de Física para alunos com deficiência visual

• Autor(a) principal: Kauvauti, Bruno Terra
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/11466
• topic: Ensino de Física; Educação inclusiva; Deficiência visual; Inclusão; Maquete alto-relevo; Teaching Physics; Inclusive education; Visual impairment; Inclusion; High-relief mockup; CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERAL

The present work aims to present a didactic material for the Physics Teaching focuses on students with visual deficiency in common classrooms. The method adopted is summarized in the high-relief models based on illustrative images of the supporting curriculum book of the State of São Paulo. The use of adaptations of images in high-relief models is not new, but the work developed in this dissertation differs from others consulted so far, as it presents an application model for high-relief models in common classroom. In relation to learning theory, we are based on the theory of Ausubel. We observed that inclusive education is not an easy task to perform, since there are many other existing obstacles in this process, among which we highlight: the difference in levels of learning among students in the same classroom, the lack of support for students with visual impairment (instrumental, environmental and social) and the lack of training for Physics teachers in the specificity of the student with visual impairment. However, the present work does not intend to solve this situation, but rather to collaborate in raising awareness of teachers, so that they can improve their didactics in respect to Physics teaching for students with visual impairment. We believe that these models have demonstrated that it is possible to achieve the expected objectives, since, among the students who kept track on the activity and participated in it until the end of the process, there were reports that the models (tactile-visual models) allowed a better comprehension of the physical concept and a better development of classes.