Ensino de botânica para deficientes visuais: uma proposta de inclusão a partir dos aromas, formas, texturas e sabores

Abstract

Social inclusion is a theme more and more recurrent when is about equal education, where talk about the respect and autonomy of the student in the learning and social formation process. The objective at this paper was the identification some aspects about way the inclusion of the study botanic with six blind students and their teachers of the public school of the Paraíba. It was investigated, the preparation and the graduation of 47 biology graduating and 22 master's students (everybody were teachers in activity) every were students of the postgraduate at teach biology program – PROFBIO, to work with blind students. The methodology assumptions used are qualitative and quantitative character, and the method is an action research and ethnographic with participative observation elements. The search has been realized between December 2017 and May 2018. The data were collected through interviews and questionnaires, then analyzed according to the categorization of content analysis and construction of graphs, tables and tables, to aid in the data's interpretation. Five intervention activities were carried out on botany in order to contribute to a more adequate teaching the specific needs of the blind students. It was verified that the use of different methodologies in the teaching of botany can contribute a lot to the process of teaching learning of the blind students. It was also observed that during graduation little or no formation is received by the students to face such reality in the classroom. This became clearer in the responses of the PROFBIO master's students when reporting that they did not feel well prepared and did not have the structure in the school to work with the blind students. In this way, the results show that the difficulties found in inclusive education affect the practice of teachers and concern future teachers. therefore, it is necessary to take a closer look at the inclusion of these students and that the professionals who will work with children and young people with some special need are better prepared during graduation.