FEITOSA, Jefferson Ferreira de Freitas.; CAMPOS, Thalyta Isis Lira.; SILVA, Wandercleyson da.; VITAL, Adriana de Fátima Meira.
Résumé:
he diversity of soil colors can be an important ally in the dissemination of knowledge
to diferent audiences, contributing to the understanding of its relevance as
a vital resource that sustains life on the planet. In Primary Education, the content
on soil is still fragmented and decontextualized. Considering the education of visually
impaired people, this content is even more limited due to the lack of pedagogical
strategies that bring this audience closer to the topic. his study aimed to introduce
concepts about soil to people with visual impairment through painting activities
with soil paint. Conducted at the Hélio Góes Institute in Fortaleza-CE, Brazil, the
research involved students with blindness and low vision. Questionnaires were administered
before and after the activity, and loor dialogs were mediated by tactile
tools; loor painting was produced and paintings were created. It was observed that
students had little contact with soil content in school (57.1%), associated soil with
agricultural or construction activities (71.4%), and were unfamiliar with soil painting
(71.4%). During the practice, students were able to perceive the diferent textures of
soils, showing interest in the activity, and subsequently organized a school event on
soils with the exhibition of their paintings. he soil painting methodology promoted
a greater perception of the soil, facilitating the understanding of some characteristics,
importance and functions. Successful experience highlights the importance of inclusive
practices in schools to involve people with visual impairment in soil education.
