Educação inclusiva com cegos: Prática de leitura de ledores em atividades na disciplina de Química

Abstract

Chemistry is a subject that presents a characteristic language full of visual information (symbols, formulas, reactions, graphs, etc). The teaching of Chemistry for blind students presents a great challenge, in this case the reader plays an important role in the classes of this subject. Thus, the general objective of this study was to analyze the reading practice practiced by two readers in activities in the subject of Chemistry related to the content of inorganic functions, for a blind student enrolled in the Federal Institute of Paraíba - IFPB, located in the city of Campina Grande – PB. Based on the case study with a qualitative approach in the follow-up of two readers with a blind student in Chemistry classes. Data were collected through semi-structured interviews and in loco observations. In the case of interviews the analysis was based on the inductive method. The results pointed out the importance of continuous training for readers, since the main obstacles encountered in the reading process of the activities in the subject of Chemistry refer to the lack of knowledge of the contents of this discipline as the absence of techniques and strategies of reading adapted to the blind student making it difficult to understand of its content. The lack of dialogue between teacher-reader represents another factor that refers to failures in the reading process that can be overcome through the exchange of knowledge between the interlocutors. We conclude that the mediation of the reading between blind- reader in the subject of Chemistry is a task that requires the reader to continue training in the daily practices of interactive reading. We verified that a reader trained in the area of this subject will have greater facility in mediation of reading, this knowledge will allow the use of strategies that facilitate the understanding of the content by the blind student.