Through a deeper exploration of Special Education, it was introduced the research question:
How are didactic alternatives configured, considering the topic of plant Morphology, with the
goal of promoting favorable conditions for teaching and learning of the students with Visual
Deficiency and typically sighted students inside Quilombola educational context? It has been
chosen the qualitative approach and action research as a methodology. The purpose this study
is to examine the results of the sequence of activities exploring plant Morphology, with the
intention of checking the effectiness of teaching and learning process of the Visual Deficiency
students, grounded in students’s lived experiences, prior knowledge, skills and collaborative
learning.The present study was realized in municipality of Salvaterra, Marajó archipelago,
located in Pará State, particularly childhood education and elementary in quilombola school
named Benedito Thomaz Carneiro in Pau Furado community. Students of 7th grade participated
this research, in particular, were including one student with Visual Deficiency, as well as the
principal, a pedagogical technical and Science’s teacher. Regarding the level of satisfaction
with the actions performed, the students expressed their opnion throught theses datas: 57,9%
were very satisfied and 42,1% totally enjoyed the field class; 63,1% were totally satisfied with
the collection and identification of plant parts; 63% were really satisfaction with learning about
the morphology of the community’s own plants; 57% of the students expressed satisfaction
with carrying out research with their families and making Herbarium specimens about plants
parts; 89,5% learned more about the different kinds of plants roots. As a outcome, it was created
an E-book calls by “Interactive Botany in quilombo” that was included drawing and explanation
about Plant Morphology, and typical female characters this community. The vegetables this
area were examined, with the goal of making botany content more engagaing, interactive,
relevant and identity-based. Thus, research data highlights important stages from debate about
inclusion procecess of students visual Deficiency in classroom, also it has showed that is
necessary the investment in alternative methodologies, didactic resources so that the teaching
learning of Natural Science more inclusive, meaningful and empowering. Taking a new
approach to rural education, especially for those living in rural communities.
|
