Ensino de Física - Mestrado Profissional

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17490
Programa de Pós-Graduação em Ensino de Física

Centro: CCE
Telefone: (27) 4009 2811
URL do programa: http://www.ensinodefisica.ufes.br/

Navegar

Navegando Ensino de Física - Mestrado Profissional por Assunto "Acessibilidade"

Agora exibindo 1 - 1 de 1
  • Nenhuma Miniatura disponível
    Item
    Entre a diversidade e a inclusão: desafios ao ensino de física
    (Universidade Federal do Espírito Santo, 2021-05-21) Neves, Miranda Ferreira; Pereira, Marcia Regina Santana; https://orcid.org/0000000199077953; http://lattes.cnpq.br/1550221909303031; http://lattes.cnpq.br/9061258482340723; Silva, Mirian do Amaral Jonis; https://orcid.org/0000000238388798; http://lattes.cnpq.br/7161650456080225; Nunes, Isabel Matos; https://orcid.org/0000000191276384; http://lattes.cnpq.br/1434416276486446
    This is a study which general aim is to increase the dialogue about the importance of including students with intellectual disabilities in regular high school, thus collaborating with their autonomy, focusing on the high school physics classes offered in public schools, in which it was intended to guarantee an active participation in the teaching / learning process to all students. To achieve this objective, we developed a qualitative research on teaching / learning about the rectilinear propagation of light phenomenon, encouraging collaboration between the high school third year students of the EEEFM Hunney Everest Piovesan school (located in Cariacica / ES). The data generation occurred in 6 classes, with two hours each class, as soon as it was possible to return to the presential classes of the public schools in 2020, amid the pandemic caused by the coronavirus (COVID 19). An average of 12 students participated in the classes, including one student with physical disability, two with intellectual disability and one with Autism Spectrum Disorder. We approach the participants by means of dialogue circles, through which we approached the students' daily lives and their knowledge about the studied physical phenomenon, as well as promoting experiments that dealt with the subject. The data were recorded through a logbook, photographs, drawings, and written answers from literate students. To better know about the daily lives of the students with disabilities, we proceeded with home visits and with dialogue circles with the family of a student with a physical disability and one with an intellectual disability. The theoretical approach showed close relationship with the studies of Lev Semeniviche Vygotsky, Paulo Freire, Michel Foucault e Philippe Meirieu. The study was marked by the problematization of exclusion and segregation practices towards people with disabilities. The results have shown that it is possible to adopt strategies that guarantee accessibility in the teaching of physics, through collaborative and diversified teaching/learning practices, which led to the development of an educational product.