Ensino de física e educação especial: atividades experimentais inclusivas e suas contribuições

Abstract

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.