Uso da prancha de comunicação como recurso mediador dos conteúdos ácidos e bases voltada para estudantes com TEA

Abstract

Considering the diversity present among students in school institutions requires procedures that refer us to flexibility and dynamism in the curricula, commitment and responsibility of teachers, in order to effectively serve students with special educational needs. Through the current inclusive process, as a way of contributing to a better understanding of the subject, the objective of this study is to develop a didactic sequence to teach the content of inorganic acid and base functions with the help of a communication board from the theoretical discussion about education in the field of inclusive education as a proposal to embark on the paths of new pedagogical practices today. The study resumes, as a literature review, the Brazilian Educational Legislation, highlighting the Laws of Directives and Bases of National Education and other international documents, referring to the development of education and special education, as well as a historical context from the beginnings of humanity to the present day. As a methodological resource for this study, a qualitative research was chosen. The target audience was a student with ASD from the city of Pocinhos - PB, enrolled in high school at a state public school. As a data collection instrument, questionnaires were applied to evaluate the teaching of chemistry and the didactic sequence presented. The results obtained were systematized, discussed and interpreted in the light of the theoretical framework. The results indicate that the didactic proposal was well accepted by the researched student and has the potential to favor the learning of other students with disabilities, providing stimulation and interest in the study of chemistry and contributing to the teaching and learning process. It is concluded, therefore, that the didactic sequence linked to the communication board constitutes an essential pillar in the construction of teaching and learning for students with disabilities, as well as enabling educators to find solutions to the impasses inherent to special education.