Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review

Detalhes bibliográficos
Autor(a) principal: Darim, Lucas Pasquali
Data de Publicação: 2021
Outros Autores: Guridi, Veronica Marcela, Amado, Beatriz Crittelli
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/48289
Resumo: Science Teaching has adopted a visual character as a result of an historical process. It has been granted a significant relevance to vision for the comprehension of such knowledge area. Relating this fact to Inclusive Education perspective pointed out in national and international documents, the present literature review aimed to research about published papers in scientific journals between the years of 2000 and 2019 that describe and discuss Science Teaching practices oriented to pupils with visual deficiency in formal and informal educational contexts (excepting museum spaces). Databases consulted included SciELO, Integrated Libraries System of São Paulo University (SIBI USP) and Scholar Google, searching for papers that address the thematic by describing and analyzing the practices. Search was done by key-words: Science Teaching and Visual Deficiency and Didactic Sequences; Science Teaching and Visual Deficiency; Science Teaching and Visual Deficiency and Didactic Resources. With basis on specific selection criteria, it was selected and analyzed 12 papers. Results show that, instead of not doing direct reference, papers discuss the multisensory principle, that conceives science teaching and learning starting from all human senses, being adequate for both persons with and without deficiency. It is possible by means of a development process that overtakes the conceptual acquisition and achieve the transformation of students’ attitudes, especially regarding the relationship between the pupil that is doted of vision and his colleague with visual deficiency.
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spelling Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature reviewLa multisensorialidad en los recursos didácticos planificados para la enseñanza de las Ciencias orientada a estudiantes con deficiencia visual: una revisión de la literaturaA multissensorialidade nos recursos didáticos planejados para o ensino de Ciências orientado a estudantes com deficiência visual: uma revisão da literaturaScience TeachingVisual DeficiencyMultisensory Didactics.Enseñanza de CienciasDeficiencia VisualDidáctica Multisensorial.Ensino de CiênciasDeficiencia VisualDidática Multissensorial.Science Teaching has adopted a visual character as a result of an historical process. It has been granted a significant relevance to vision for the comprehension of such knowledge area. Relating this fact to Inclusive Education perspective pointed out in national and international documents, the present literature review aimed to research about published papers in scientific journals between the years of 2000 and 2019 that describe and discuss Science Teaching practices oriented to pupils with visual deficiency in formal and informal educational contexts (excepting museum spaces). Databases consulted included SciELO, Integrated Libraries System of São Paulo University (SIBI USP) and Scholar Google, searching for papers that address the thematic by describing and analyzing the practices. Search was done by key-words: Science Teaching and Visual Deficiency and Didactic Sequences; Science Teaching and Visual Deficiency; Science Teaching and Visual Deficiency and Didactic Resources. With basis on specific selection criteria, it was selected and analyzed 12 papers. Results show that, instead of not doing direct reference, papers discuss the multisensory principle, that conceives science teaching and learning starting from all human senses, being adequate for both persons with and without deficiency. It is possible by means of a development process that overtakes the conceptual acquisition and achieve the transformation of students’ attitudes, especially regarding the relationship between the pupil that is doted of vision and his colleague with visual deficiency.Como resultado de un proceso histórico, la enseñanza de las Ciencias adoptó un carácter visual. Para la comprensión de esa área del conocimiento, se concedió una importancia significativa al sentido de la visión. Relacionando ese hecho con la perspectiva de la Educación Inclusiva apuntada en documentos nacionales e internacionales, la presente revisión bibliográfica investigó trabajos publicados en periódicos científicos entre 2000 y 2019, que describen y discuten prácticas de enseñanza de Ciencias para estudiantes con deficiencia visual en contextos formales y no formales de enseñanza en Brasil (excepto museos). Las bases de datos consultadas fueron SciELO, Sistema Integrado de Bibliotecas de la Universidad de San Pablo (SIBI USP) y Google Académico, buscando artículos que tratasen la temática a partir de prácticas descriptas y analizadas. La búsqueda se dio por palabras clave: Enseñanza de Ciencias and Deficiencia Visual and Secuencias Didácticas; Enseñanza de Ciencias and Deficiencia Visual; Enseñanza de Ciencias and Deficiencia Visual and Recursos Didácticos. Con base en determinados criterios, fueron seleccionados y analizados 12 trabajos. Los resultados muestran que, a pesar de no haber referencia directa, los trabajos abordan el principio de la multisensorialidad, que piensa la enseñanza y el aprendizaje de las ciencias a partir de 3todos los sentidos. Prácticas bajo esta perspectiva se muestran eficientes para estudiantes con y sin deficiencia visual, a través de un proceso de desarrollo que ultrapasa la apropiación conceptual y alcanza la transformación de actitudes, especialmente en la relación entre el educando dotado de visión y su colega deficiente visual.O ensino de Ciências tomou um caráter visual como resultado de um processo histórico. Para a compreensão dessa área do conhecimento, concedeu-se uma importância significativa para o sentido da visão. Atrelando esse fato à perspectiva da Educação Inclusiva apontada em documentos nacionais e internacionais, a presente revisão bibliográfica objetivou investigar trabalhos publicados em periódicos científicos entre 2000 e 2019 que descrevem e discutem práticas de ensino de Ciências da Natureza voltadas a estudantes com deficiência visual em contextos formais e não formais de ensino no Brasil (exceto espaços museais). As bases de dados consultadas foram SciELO, Sistema Integrado de Bibliotecas da Universidade de São Paulo (SiBi USP) e Google Acadêmico, buscando artigos publicados que tratassem a temática em questão a partir de práticas descritas e analisadas. A busca se deu por palavras-chave: Ensino de ciências and Deficiência Visual and Sequências didáticas; Ensino de Ciências and Deficiência Visual; Ensino de Ciências and Deficiência Visual and Recursos Didáticos. Com base em determinados critérios, foram selecionados e analisados 12 trabalhos. Os resultados mostram que, apesar da não referência direta, os trabalhos trazem o princípio da multissensorialidade, que pensa o ensino e aprendizagem de ciências a partir de todos os sentidos humanos, sendo adequado para pessoas com e sem deficiência. Práticas sob essa perspectiva mostraram-se eficientes alcançando estudantes com e sem deficiência visual através de um processo de desenvolvimento que ultrapassa a apropriação conceitual e atinge a transformação de atitudes dos estudantes especialmente na relação entre o educando enxergante e seu colega com deficiência visual. Universidade Federal de Santa Maria2021-02-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/4828910.5902/1984686X48289Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-28Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-28Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-281984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/48289/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/48289/htmlCopyright (c) 2021 Revista Educação Especialinfo:eu-repo/semantics/openAccessDarim, Lucas PasqualiGuridi, Veronica MarcelaAmado, Beatriz Crittelli2023-05-15T18:59:25Zoai:ojs.pkp.sfu.ca:article/48289Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T18:59:25Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
La multisensorialidad en los recursos didácticos planificados para la enseñanza de las Ciencias orientada a estudiantes con deficiencia visual: una revisión de la literatura
A multissensorialidade nos recursos didáticos planejados para o ensino de Ciências orientado a estudantes com deficiência visual: uma revisão da literatura
title Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
spellingShingle Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
Darim, Lucas Pasquali
Science Teaching
Visual Deficiency
Multisensory Didactics.
Enseñanza de Ciencias
Deficiencia Visual
Didáctica Multisensorial.
Ensino de Ciências
Deficiencia Visual
Didática Multissensorial.
title_short Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
title_full Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
title_fullStr Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
title_full_unstemmed Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
title_sort Multisensory approach in didactic resources planned for Science teaching oriented to pupils with visual deficiency: a literature review
author Darim, Lucas Pasquali
author_facet Darim, Lucas Pasquali
Guridi, Veronica Marcela
Amado, Beatriz Crittelli
author_role author
author2 Guridi, Veronica Marcela
Amado, Beatriz Crittelli
author2_role author
author
dc.contributor.author.fl_str_mv Darim, Lucas Pasquali
Guridi, Veronica Marcela
Amado, Beatriz Crittelli
dc.subject.por.fl_str_mv Science Teaching
Visual Deficiency
Multisensory Didactics.
Enseñanza de Ciencias
Deficiencia Visual
Didáctica Multisensorial.
Ensino de Ciências
Deficiencia Visual
Didática Multissensorial.
topic Science Teaching
Visual Deficiency
Multisensory Didactics.
Enseñanza de Ciencias
Deficiencia Visual
Didáctica Multisensorial.
Ensino de Ciências
Deficiencia Visual
Didática Multissensorial.
description Science Teaching has adopted a visual character as a result of an historical process. It has been granted a significant relevance to vision for the comprehension of such knowledge area. Relating this fact to Inclusive Education perspective pointed out in national and international documents, the present literature review aimed to research about published papers in scientific journals between the years of 2000 and 2019 that describe and discuss Science Teaching practices oriented to pupils with visual deficiency in formal and informal educational contexts (excepting museum spaces). Databases consulted included SciELO, Integrated Libraries System of São Paulo University (SIBI USP) and Scholar Google, searching for papers that address the thematic by describing and analyzing the practices. Search was done by key-words: Science Teaching and Visual Deficiency and Didactic Sequences; Science Teaching and Visual Deficiency; Science Teaching and Visual Deficiency and Didactic Resources. With basis on specific selection criteria, it was selected and analyzed 12 papers. Results show that, instead of not doing direct reference, papers discuss the multisensory principle, that conceives science teaching and learning starting from all human senses, being adequate for both persons with and without deficiency. It is possible by means of a development process that overtakes the conceptual acquisition and achieve the transformation of students’ attitudes, especially regarding the relationship between the pupil that is doted of vision and his colleague with visual deficiency.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/48289
10.5902/1984686X48289
url http://periodicos.ufsm.br/educacaoespecial/article/view/48289
identifier_str_mv 10.5902/1984686X48289
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/48289/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/48289/html
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-28
Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-28
Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e7/1-28
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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