Ensino de Química com aluno cego: Desafios do professor, dificuldades na aprendizagem

Abstract

The inclusion of schoolchildren with disabilities must be rethought by all those who do the education, since school inclusion often and without prior planning, do not form programs to receive these students, the majority of teachers do not have adequate training to work properly inclusion. In this way, the concern was raised about the difficulties that the Chemistry teacher encounters in the teaching and learning process with blind students inserted in the regular classroom and what the student's position in this process, their needs and frustrations. Thus, investigate difficulties that the professor of Chemistry finds in the process of teaching blind student learning inserted in the regular classroom in Campina Grande, Paraíba. We chose to research qualitative research. The sample studied in this research is composed by two participants, a blind student, who will be called "Flor" (fictitious name) and the professor of Chemistry, we call "teacher PQ" (fictitious name). The research was carried out at the Federal Institute of Paraíba - IFPB, campus Campina Grande - PB. We use as an instrument for data collection, on-site observation and semi-structured interview. For the analysis of the data collected in the research, we chose to choose the inductive method, due to its rigor in the analysis of what we heard and witnessed during our interviews and in loco observation. We note that the teacher has many difficulties in working with the inclusion of the blind student in his classroom, he feels very difficult to make adaptations in materials and although the institution offers a good support, because it has a core of inclusive education, he still she feels this difficulty, since the interaction between the teacher, the NAPNE and the person who accompanies the student is very restricted and leaves much to be desired. In a way, it damages the student's learning process. The Flor student does not have a Braille domain, which makes her teaching and learning process even more difficult, as well as observing that the Chemistry teacher does not adopt inclusive pedagogies.