Ensino de física: aprendizagem inclusiva em óptica geométrica para estudantes com deficiência visual no ensino médio.

Abstract

The development and political plublic actions in partnership with the organized society moviments, aiming, more and more, the traditional school space democratization like an open space for everyone, it allowed the increasing possibility in verifying blind and low vision students attending these learning environments. This way, in order for the school to function as a space that will meet the most significant needs of the disabled student, the teacher needs to use potentially significant and didactic elements that can accommodate the student regardless their physical conditions or limitations. In the field of Physics teaching, particularly in the Geometric Optics teaching, it is necessary to build an information network and constructs that allow us recognize that the sight sense cannot be a prerequisite for knowing certain phenomena, making possible new alternatives that allow the teaching this natural science. Within this set of alternatives, there is the inclusion, in other words, it is not enough that the school is open to all, this space needs to develop a didactic practice where so-called “normal” students can significantly interact with disabled students during the teaching-learning process. This interaction can occur by developing tools that offer tactile-visual meanings, called mockups, so the result will be a product that aggregates potentially significant constructs with the inclusion of Braille elements writing in Physics Teaching. With these actions it is possible to observe a development in the knowledge of certain physical concepts, correlate it with natural phenomena and build visual or purely mental learning patterns.