APRENDIZAGEM SIGNIFICATIVA, ATIVIDADES EXPERIMENTAIS MULTISSENSORIAIS E INCLUSÃO DO ALUNO COM DEFICIÊNCIA VISUAL: PERCEPÇÕES DE LICENCIANDOS E DOCENTES DE QUÍMICA / MEANINGFUL LEARNING, MULTISENSORY EXPERIMENTAL ACTIVITIES AND INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT: CHEMISTRY TEACHERS AND UNDE

Abstract

In this work, meaningful learning perspectives are articulated to multisensory domain, in a design relevant to multisensory experimental activities. Pertinent to this composition, demands concerning the inclusion of students with visual impairment in Chemistry teaching are evidenced. Within this scope, Chemistry teachers and undergraduate students’ perceptions on these demands are analyzed. Interpretation claims proceed from field diary notes and audio records’ analysis, according to Content Analysis assumptions, concerning four Learning Workshop meetings in Curitiba, Paraná, in 2019. Perceptions refer to aspects concerning interaction, communication and articulation of demands, involving teachers and students with and without visual impairment. The subjects expressed learning conception with distinction of logical and psychological aspects, in a multi-sensorial perspective. They distinguished apprentice singular features and previous knowledge. They also expressed acknowledgment of processes for establishing relationships relevant to the empirical-concrete domain and essential attributes of concepts, allocating specificities regarding Chemistry contents and information gathering by means of diverse senses. However, inadequate Chemistry notions and approach were evidenced. It is pointed out the demand for teacher education concerning the inclusion of students with visual impairment in Chemistry teaching.