Infografia como recurso didático na inclusão de surdes e deficientes auditivos no ensino de química.

Abstract

Inclusion policies of students with specific educational needs have been triggered through collaborative actions of all those involved in the training process and its inherent aspects, in order to provide an equal right to education. In this sense, pedagogical and methodological actions that bring together inclusive and nonexclusive elements constitute the inherent aspects of the inclusive education objectives. Regarding the inclusion in the Chemistry teaching for the deaf and hearing impaired, the aim of this work was the development and application of an infographic resource to approach the content of Blends in an 8th grade elementary school class, in a regular classroom with a deaf student. In this way, it describes the didactic interaction between the content discussed and the resource used, resulting in the possibility of learning. To reach the predetermined objectives, we highlight the relevance of the methodological design, which is of an applied and descriptive nature, with a qualitative approach of the results that infer the functionality of the infographic as a simplifying resource and contributing to a better understanding of the chemical knowledge in an inclusive way in Basic Education. The results of this application point to the feasibility of infographic resources in the production of didactic materials, configuring attractive and dynamic teaching practices.