Modelos táteis sobre o sistema reprodutor feminino : um estudo exploratório com uma estudante cega

Abstract

Research on visual impairment, despite its complexity, has been consolidating in recent years in Brazil. In this perspective, the objective of the research was based on describing the use of tactile models on the Female Reproductive System of the Science discipline, based on an exploratory study carried out with a blind student. The subject of 15 years of age, attended the 8th grade of Elementary School in a school of the municipal network of public education in the municipality of Linhares / ES and frequented the resource room in contraturno. This student presented difficulties regarding the knowledge of the body and its transformations. For this purpose, an Educational Module was structured and applied, whose approach permeated the theoretical basis that surrounds the theme in question in the search to promote greater clarification and autonomy to the blind student including tactile models . The topics covered were Puberty, Menstrual Cycle, Female Reproductive System, Pregnancy, Sexually Transmitted Diseases - STDs, Myths and Taboos and Sex and Sexuality. The tactile models used were: one on the Reproductive System and another on the Table of the Menstrual Cycle. The methodological approach of this study had the exploratory qualitative approach of descriptive character. She had as subject blind student, the teacher of the specialized educational service, the monitor and two pedagogues of the school where the resource room functioned. Data collection instruments consisted of spontaneous observations in the context of regular education recorded in field diaries and semi-structured interviews in the school and family context. Audio-recording, video-recording and, at times, photographic records were used. The analysis of the data showed that blind students did not differentiate their learning from sighted students, what will differentiate are the mechanisms used to have access to the curriculum and appropriate knowledge when it is taught. Through the analysis, it was also possible to identify that the common school had an impoverished curriculum in view of the needs of students with disabilities. It can be concluded that the difficulties presented by the blind student are more of a social order than a biological one, since the family did not give continuity to the actions developed by the resource room, delaying the autonomy process of the blind subject, putting it at a disadvantage society. As for the common school, in which the blind student studied, it is concluded that it is not integrative or inclusive, it is in between, but it is complex and paradoxical, but it is not exclusive.