Ensino investigativo em biologia celular para alunos com deficiência visual

Abstract

The present research deals with the elaboration of a didactic sequence in order to analyze if the use of modeling, through the construction of concrete models, can facilitate the learning of Biology contents for a blind student. The research was carried out in the second semester of 2017, in six 50-minute meetings, held in the student counterpart. The elaboration of the activities was based on conceptions of the historical-cultural perspective of human development, based on Vygotsky's ideas and their development, seeking to provide and accompany the evolution of the initial concepts of the student. The application of the sequence was recorded, transcribed and analyzed qualitatively by microgenetic analysis. In the analysis of the initial conceptions, it was verified that the student knew to affirm that there are differences between a living being and a gross matter and that all living beings are formed by some type of cell. However, he could not explain these differences, nor could he cite the three basic parts of a cell. In the survey of the appropriation of knowledge, after the research, it was possible to analyze that the student was able to differentiate beings formed by cells (living or dead), types of animal and plant cells, characteristics of a virus and basic parts of a cell, as well like most of the names and functions of cellular organelles. We conclude that the construction of the concrete models allowed the interaction of the student with the material, created opportunities for dialogues between student and teacher, favored the exchange of knowledge and promoted a better learning. This work resulted in the production of a didactic sequence based on the assumptions of Vygotsky, in order to facilitate the learning of contents of cellular biology for students with visual impairment through modeling.