Contribuições de Vygotsky para alunos com deficiência intelectual: uma proposta de sequência didática sobre circuitos elétricos
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Data
2022-09-28
Autores
Pena, Magna Lane dos Santos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho pesquisa trata da elaboração de uma proposta de Sequência Didática (doravante – SD) para o estudo de circuitos elétricos no oitavo ano do Ensino Fundamental (anos finais). A SD foi elaborada para promover um ensino inclusivo, com ênfase nos alunos que apresentem Deficiência Intelectual. Além disso, a SD busca colaborar com os professores que trazem consigo os seguintes questionamentos “como oferecer uma prática pedagógica que atenda às especificidades das crianças que apresentam necessidades especiais de forma a proporcionar aprendizagem que tenha sentido para sua vida? Como incluir, de fato, esses educandos no ensino regular?”. Partindo desses questionamentos, este trabalho de pesquisa embasou-se nos referenciais teóricos de Lev Semynovitch Vygotsky, bem como nos documentos legais como a Base Nacional Curricular Comum (BNCC) e o Currículo Paulista (Currículo em Ação) do Ensino Fundamental – anos finais, e ainda, nas propostas de metodologias ativas de José Moran. Com base nesses referenciais, foi realizado um levantamento de conhecimento prévios dos alunos, a partir do qual, norteou o desenvolvimento da SD. Essa SD, por sua vez, está de acordo com as propostas do Currículo em Ação do oitavo ano. No entanto, seu diferencial consiste em propor uma metodologia que permita o protagonismo dos alunos, promovendo um ensino contextualizado e inclusivo respeitando as dificuldades, valorizando as diferenças e explorando o potencial de aprendizagem de cada indivíduo. As atividades propostas na SD são, portanto, as mesmas para todos os alunos, assim como as competências e habilidades almejadas. Nesta proposta de SD, destacam-se atividades investigativas, curiosas e contextualizadas, permitindo que os alunos percebam a importância da eletricidade em sua vida cotidiana. A aplicação da SD apresentou resultado muito satisfatório, visto que podemos observar que os alunos adquiriram compreensão além do esperado em relação à observação do cotidiano, à leitura e à interpretação e aos seus processos atitudinais em lidar com situações-problema.
This research work deals with the elaboration of a proposal of Didactic Sequence (hereinafter - DS) for the study of electrical circuits in the eighth year of Elementary School (final years). The DS was designed to promote inclusive education, with an emphasis on students with Intellectual Disabilities. In addition, DS seeks to collaborate with teachers who bring with them the following questions “how to offer a pedagogical practice that meets the specificities of children who have special needs in order to provide learning that has meaning for their lives? How to actually include these students in regular education?”. Based on these questions, this research work was based on the theoretical references of Lev Semynovitch Vygotsky, as well as on legal documents such as the Base Nacional Curricular Comum (BNCC) and the Paulista Curriculum (Curriculum in Action) of Elementary School - final years, and still, in the proposals of active methodologies of José Moran. Based on these references, a survey of the students' previous knowledge was carried out, from which, it guided the development of DS. This DS, in turn, is in accordance with the proposals of the Curriculum in Action of the eighth year. However, its differential consists in proposing a methodology that allows students to take the lead, promoting a contextualized and inclusive teaching, respecting difficulties, valuing differences and exploring the learning potential of each individual. The activities proposed in the DS are, therefore, the same for all students, as well as the desired skills and abilities. In this DS proposal, investigative, curious and contextualized activities are highlighted, allowing students to perceive the importance of electricity in their daily life. The application of the DS presented a very satisfactory result, since we can observe that the students acquired understanding beyond what was expected in relation to everyday observation, reading and interpretation and their attitudinal processes in dealing with problem situations.
This research work deals with the elaboration of a proposal of Didactic Sequence (hereinafter - DS) for the study of electrical circuits in the eighth year of Elementary School (final years). The DS was designed to promote inclusive education, with an emphasis on students with Intellectual Disabilities. In addition, DS seeks to collaborate with teachers who bring with them the following questions “how to offer a pedagogical practice that meets the specificities of children who have special needs in order to provide learning that has meaning for their lives? How to actually include these students in regular education?”. Based on these questions, this research work was based on the theoretical references of Lev Semynovitch Vygotsky, as well as on legal documents such as the Base Nacional Curricular Comum (BNCC) and the Paulista Curriculum (Curriculum in Action) of Elementary School - final years, and still, in the proposals of active methodologies of José Moran. Based on these references, a survey of the students' previous knowledge was carried out, from which, it guided the development of DS. This DS, in turn, is in accordance with the proposals of the Curriculum in Action of the eighth year. However, its differential consists in proposing a methodology that allows students to take the lead, promoting a contextualized and inclusive teaching, respecting difficulties, valuing differences and exploring the learning potential of each individual. The activities proposed in the DS are, therefore, the same for all students, as well as the desired skills and abilities. In this DS proposal, investigative, curious and contextualized activities are highlighted, allowing students to perceive the importance of electricity in their daily life. The application of the DS presented a very satisfactory result, since we can observe that the students acquired understanding beyond what was expected in relation to everyday observation, reading and interpretation and their attitudinal processes in dealing with problem situations.
Descrição
Palavras-chave
Deficiência intelectual, Rotação por estação, Circuito elétrico, Eletricidade, Ensino fundamental, Intellectual disability, Station rotation, Electric circuit, Electricity, Elementary school