As práticas pedagógicas e a deficiência intelectual no ensino de química: desafios e possibilidades no contexto escolar

Abstract

The present study aimed to analyze the pedagogical practices used in chemistry teaching for high school students with intellectual disabilities, identifying the challenges and possibilities existing in the learning teaching process in this discipline, which sought its basis in the theoretical and practical aspects related to learning of this public. The proposal brought some considerations about the teaching of chemistry and intellectual disability, in which the importance of compensation mechanisms was analyzed to favor the learning of students, associated with pedagogical mediation of the chemistry teacher and the resource room. The theoretical basis for the present study was based on the historical-cultural approach developed by Lev Semenovitch Vygotsky. The research has as a guide axis, the case study, of qualitative character. As a source of evidence we use procedures for observing students with intellectual disabilities in chemistry classes, logbook recording, semi-structured interviews with those responsible and chemistry teachers. In general terms, we found that the diversification of didactic resources used in pedagogical practices, associated with the mediation established between students with DI and teachers, was fundamental to arouse interest and participation in chemistry classes. However, even though the learning of the curricular contents of chemistry is enhanced by pedagogical practices with the diversification of didactic resources, it still remains compromised, especially because most of these students have not successfully consolidated the initial literacy cycle.