Cinemática inclusiva

• Autor(a) principal: Moura, Henrique Alberto
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5975
• topic: Ensino de física; Cinemática; Inclusão; Teoria histórico - cultural de Vygotsky e desenho universal para aprendizagem; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Teaching physics; Kinematics; Inclusion; Vygotsky's historical - cultural theory and universal design for learning

In this dissertation, a didactic sequence of kinematics was developed for a class from the 1st year of high school students, of the regular education, with an adequate planning for the simultaneous care of a class of students with and without visual impairment. For this purpose, Vygotsky's Historical-Cultural Theory was used as the theoretical foundation, mainly the foundations of mediation. Another important contribution to the construction of the didactic sequence are the principles of the Universal Design for Learning - UDL. The didactic sequence was divided into six lesson plans, and to break the pedagogical barriers so present in traditional didactics, multi-sensory equipments were developed for each plan. These equipments were used in the mediation process of the main concepts of kinematics, such as: material point, extended body, referential, trajectory, movement, velocity, acceleration, uniform rectilinear motion and uniformly varied rectilinear movement, as well as for a better understanding of the worked equations. For the last lesson plan, an experimental device was built using an Arduino platform, to produce sound signals to illustrate the movement of a mobile (billiard ball) for students with visual impairment and, also, to acquire temporal data from the mobile in Uniformly Varied Rectilinear Movement into an inclined plane. In the qualitative and quantitative analysis of the product of this dissertation, the effectiveness of the teaching sequence and multisensorial equipment, built were evidenced, since students with and without visual impairment, experienced equal footing in the knowledge construction process.