Caminhos indiretos de aprendizagem no ensino de Biologia Celular para alunos com deficiência visual e múltipla

Abstract

This research aims to discuss theoretical and practical aspects related to the learning of people with visual and multiple disabilities, with an emphasis on building paths, which by alternative means, can contribute to the development of these with regard to the teaching of Cell Biology. The research took place at an Association of the Visually Impaired in the city of Jaguaré/ES, in a non-formal teaching space. Three students with visual impairment (Low Vision) participated in this research, of which two of them have aggregated intellectual disability; Science / Biology teachers from participating students' schools; teachers from the Specialized Educational Service of the Association and the school and the president of the Association. The historical-cultural approach developed by Lev Semenovitch Vygotsky constituted the theoretical and methodological basis of the study, through a microgenetic analysis of the relations produced during the research. This is a qualitative, participatory research. The data were obtained through field observations in didactic interventions and interviews. In general terms, we note that the use of concrete didactic resources, games, among other activities developed as indirect learning paths associated with mediation established between child and researcher being essential to favor learning of the content covered in our analyzes