New Perspectives in Science Education

Edition 13

Accepted Abstracts

Academic Production in Brazilian Events of Scientific Education: Visual Deficiency and Chemical Teaching

Eleonora Celli, Universidade Federal de Mato Grosso (Brazil)

Gerson Mol, Universidade de Brasilia - UnB (Brazil)

Abstract

This article is part of a doctoral thesis with emphasis on the teaching and learning process of inclusion of students with Visual Impairment (Blind or Low Vision Students) in Chemistry Teaching. Its objective is to analyze the scientific production presented in the form of works in two events of the area of ​​Scientific Education (SIMPEQUI and CBQ), of 2008-2018, presents bibliographic nature, emphasizing the importance of the socialization of the knowledge, as a way of progress for the Brazilian scientific development. Through a detailed reading of the presented abstracts, it became possible to verify the following descriptors: number of works, participating geographic region, institutions involved, educational level, character of the research developed and thematic area addressed in the articles. We opted for a categorization of three topics relating Chemistry Teaching according to the teaching-learning process described in the academic production. The results indicate a greater need for research and research in this area of ​​Concentration in Chemistry Teaching, an awakening for professional updating of teachers of the area, involved both in daily classroom practice and for teacher educators of Brazilian Universities, who are involved with the initial and continuing education of future graduates in chemistry in the country. We focused on the following topics: State of the Art (EA), Curriculum Content (CC), Inclusive Teaching Resources (RDI). We carry out analysis, data discussion and recommend suggestions that allow improvements to the quality of future work, in the line of research analyzed.

Keywords: Chemistry Teaching, Visual Impairment, Scientific Knowledge, State of the Art, Curriculum Content, Inclusive Teaching Resources.

References:
[1] COSTA, Emilia Lima da. A formação de conceitos científicos para sujeitos com deficiência visual: sequência Fedathi como aporte metodológico no ensino de química. 2016. 78f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.
[2] FIELD'S, Karla Amâncio Pinto. Saberes profissionais para o exercício da docência em química voltado à educação inclusiva. 2014. 200 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2014.
[3]TOLEDO, Juliana Barreto de. Ensino de Química para pessoas com Deficiência Visual: um estudo por meio da revisão sistemática. 2017, 267f. Tese (Doutorado em Química) – Universidade Federal de São Carlos (UFSCar), São Paulo, 2017.

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