Resumo:
This study aimed to investigate possibilities for the application of an inclusive
practical-experimental activity in a non-formal educational setting, using Multisensory
Didactics and Vygotsky's Cultural-Historical theory as theoretical frameworks.
Building upon previous work, an experiment on light absorption by objects of
different colors was devised, employing Braille inscriptions and tactile strips for
reading and identifying each color by visually impaired individuals. As a qualitative
research endeavor, this study unfolded in three stages: a semi-structured interview
with the professor in charge of the science center at the Federal University of Itajubá,
named InterCiências, where the research took place; a practical validation involving
two persons with disabilities; and a final application with a test group. The first stage
sought to assess the functionality of the experiment concerning its physical concepts
and the context in which it was employed, as well as to describe InterCiências'
accessibility history and its demands. In the second phase, the experiment's
applicability for visually impaired individuals was investigated, focusing on tactile
readability and the average time needed for proper interpretation of the experimental
proposal. Lastly, the last phase examined the experiment's usability in an inclusive
environment, aiming to enhance Physics Education for students with and without
disabilities, without resorting to separate activities and promoting the possibility of
interaction among a more diverse audience. The results from the three stages
indicated the experiment's potential for use by both visually impaired and sighted
individuals in terms of learning, identification, and reconstruction of alternative
conceptions in students. Regarding the time taken to interpret the Braille-written
colors by visually impaired individuals compared to sighted students, when
compared to someone experienced in Braille writing, the discrepancy is
approximately five seconds, demonstrating the possibility of effective interaction and
inclusion in an educational context.
