O ensino de química na perspectiva da educação inclusiva : os princípios do desenho universal para a aprendizagem em práticas com experimentação

Abstract

The Law of Guidelines and Bases of National Education (LDB Law No. 9.394/96), emphasizes that one of the main purposes of education is to train a student to exercise citizenship. The curricular component of Chemistry in high school also has this purpose, since numerous researches and published studies defend the formation of citizenship as a basic objective of teaching this science. Chemistry teaching can become more efficient through the use of experimentation as a learning strategy. Through experimental practice, the student is able to understand chemical concepts and phenomena in a clearer and more concrete way, which makes it possible to bring the theory closer to the reality in which he lives. However, there are difficulties in teaching Chemistry, along with experimentation in high school classes due to its high abstraction, and these difficulties are accentuated when there are students with disabilities enrolled. In this way, it is understood in this study that all students should, by right, have access to education. Faced with this reality, Universal Design for Learning (DUA), a theoretical and methodological assumption that proposes the removal of any and all barriers in the teaching process, is an excellent alternative to enable learning for all. Thus, the objective of this study is to present a research that investigated how the UDL principles applied in Chemistry teaching eliminate teaching barriers and contribute to the teaching and learning process of all students and, in particular, those with disabilities. Therefore, this study presents the construction of a qualitative research of the pedagogical intervention type, following the steps proposed by Damiani (2008). The subjects of this research are 15 students from a 1st year high school class, from a State School in the city of Bagé/RS and 10 Chemistry teachers from the aforementioned city in Rio Grande do Sul. With the development of a multistrategic didactic unit (UDM), built in this pedagogical intervention, it was noted, from the content analysis proposed by Bardin (1977), that the main barriers to teaching Chemistry with experimentation practices, previously identified by professors participating in the research, were removed from the mobilization of principles and strategies anchored in the UDL. It was noticed that these principles, based on the ethics of care and respect for student diversity and their experiences, engaged students in the classes developed, contributing to the learning of the concepts of chemical reactions and kinetics, through various experimental practices combined with pedagogical resources. and gamification, allowing students access and freedom in the classroom, as they felt active, protagonists and “heard” in this process.