Conhecendo as deficiências para ensinar física: uma proposta baseada na CAA

Abstract

People with disabilities were always seen by most people as subjects who could not and should not participate in all of the possibilities that exist in society. Despite the changes that have occurred in the last decades, the individual who does not see or not hear, for example, is characterized more by its deficiency than by its potentialities. This reality is also in school, where teachers, for the most part, relegate little or no attention to students with disabilities. This is due to the lack of knowledge, due to inadequate training for work within the current Brazilian educational scenario, and empathy with the next. This practice causes many students with disabilities coming to high school have great difficulty in learning the different themes present in the curriculum and that is accentuated in the case of physics concepts. Thus, this dissertation sought to develop a communication board on electricity topics and use it as a practical activity, followed by theoretical exposure and experiments through the teacher's mediation in a regular class of the third year of high school. The purpose of this material is to allow the inclusion of the physics subjects so that learning is meaningful. This methodology is based on the Incremental and Alternative Communication applied to physics teaching and can be used with disabled and non-disabled students. This view is based on the idea that if the material does not fit all students it is not not inclusive, but a tool to perpetuate exclusion