Avaliação de concepções a respeito da construção de conhecimentos científicos por cegos congênitos: uma abordagem através do método de Análise de Correspondência

Veraszto, Estéfano Vizconde; Camargo, Eder Pires de; Camargo, José Tarcísio Franco de; Simon, Fernanda Oliveira; Miranda, Nonato Assis de

doi:10.1590/1516-731320180040003

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Articles • Ciênc. educ. (Bauru) 24 (4) • Oct-Dec 2018 • https://doi.org/10.1590/1516-731320180040003 copiar

Avaliação de concepções a respeito da construção de conhecimentos científicos por cegos congênitos: uma abordagem através do método de Análise de Correspondência

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo:

A inclusão de alunos com necessidades especiais no ambiente escolar é um dos desafios atuais da educação brasileira. Conhecer como alunos de licenciatura percebem a inclusão pode contribuir para a construção de soluções que tornem o processo mais próximo do ideal. Assim, este trabalho apresenta um estudo sobre as concepções que futuros professores, graduandos em licenciatura em ciências, têm a respeito da construção de conhecimentos científicos por cegos congênitos, em particular, a respeito da compreensão do conceito de luz. As opiniões coletadas foram tratadas sob o ponto de vista estatístico, através do método de Análise de Correspondência. Os resultados obtidos mostram que não há um consenso definitivo a respeito da compreensão e construção do conceito de luz por cegos congênitos, indicando a necessidade de desenvolvimento de intervenções educativas mais adequadas no processo de formação de professores, tendo em vista a formação de educadores capazes de consolidar a inclusão escolar.

Palavras-chave:
Educação inclusiva; Cegueira congênita; Formação de professores; Análise estatística; Educação especial

Categories	Definitions according to analyzed responses
Learning	Research has shown that the term “learn” has appeared significantly in responses related to teaching science to blind individuals. Usually, the term appeared related to some theory of learning.
Capacity	A sensory deficiency would not be an obstacle for the congenitally blind to become a scientist.
Cognition and Perception	The category shows the research has found that many individuals consider sensory perception to be fundamental to cognitive development.
Compensation through other senses	The blind or visually impaired individual is often “compensated” by other senses, according to the opinion of the individuals interviewed in these studies. It is possible to explain that the researched subjects meant blind or individuals with low vision, since the blindness (congenital or acquired) is also considered as a visual deficiency.
Creativity and abstraction	Creativity was another element researched. Often respondents have used the term “imagination” to explain processes of abstraction of scientific concepts.
It depends	Many individuals did not know how to position themselves regarding the processes of conceptualization in sciences by the blind. Either they did not know how to give correct answers, or they identified situations they find conflicting in science teaching for the blind.
Ignorance of the concept of light	Many of the surveyed individuals are unaware of the nature of light. Others gave wrong explanations regarding the scientific framework. Thus, the category has answers that did not present enough scientific knowledge regarding the approached theme.
Difficulties for inclusion	Inclusion is possible, but difficult to be implemented because higher education institutions are not prepared to receive blind students.
Empowerment	The process by which a person uses their personal power (inherent to their condition) to make choices and decisions, taking control of their life, is critical. The term relates to abstract concepts such as willpower.
Impossibility	Category that arose from unbelief in considering that a blind individual could become a scientist.
Modifications and adaptations of the environment	It points out the need for adaptation and modification of the environment to provide adequate conditions for the inclusion of a blind individual.
Role of society (or social mediation)	It signals that the success of a blind individual is directly related to the explanation of teachers, classmates, family, or society.
Support resources	It deals with resources to support Physics Education for students with visual impairment, such as the use of tactile and auditory resources, technological and assistive resources, etc.

Answers/ questions	Biological Sciences				Physics				Chemistry				Total	%
Answers/ questions	1.1	1.2	2	3	1.1	1.2	2	3	1.1	1.2	2	3	Total	%
Yes	17	11	19	8	8	8	8	2	15	15	16	11	138	73,4
No	4	3	0	1	0	0	0	2	1	1	0	1	13	6,9
It depends	1	1	2	0	0	0	0	1	1	1	1	0	8	4,3
Doesn’t know	0	7	1	13	0	0	0	3	0	0	0	5	29	15,4

Categories	Percentage				Proportion
Categories	Q1.1	Q1.2	Q2	Q3	Proportion
Creativity and abstraction	15,3	18,7	22,8	19,2	19,0%
Capacity	18,0	21,2	15,8	17,4	18,1%
Cognition and Perception	11,1	21,3	11,4	9,6	13,4%
Compensation through other senses	12,5	6,2	31,5	0	12,6%
Ignorance of the concept of light	0	10,0	0	26,9	9,2%
Role of Society (or social mediation)	13,9	7,5	0	0	5,4%
Support resources	9,7	2,5	7,1	2,0	5,3%
It depends	4,2	3,8	4,3	3,8	4,0%
Impossibility	6,9	6,2	0	2,0	3,8%
Didn’t know how to answer	0	1,3	1,4	11,5	3,6%
Difficulties for inclusion	1,4	0	2,9	3,8	2,0%
Modifications and adaptations of the environment	4,2	0	1,4	0	1,4%
Lack of knowledge regarding the characteristics of blindness	0	1,3	0	3,8	1,3%
Empowerment	2,8	0	1,4	0	1,1%

p-value	0,100	0,050	0,025	0,010	0,005	0,001
Nature of the evidence	marginal	moderate	substantial	strong	very strong	strongest

Categories

Transcript of some responses of the surveyed subjects

Compensation through other senses

B29: [...] blind people develop skills in other senses, and this allows them to know physical phenomena in another way or with another perception. B33: [...] we still have four other senses that could make that person experience physical phenomena. F16: There are several phenomena that can be studied through some of the other senses. Q24: Even with this visual deficiency, the individual can understand the universe through other “receivers,” such as touch.

Ignorance of the concept of light

B29: Sensory feeling of light can be seen in various ways from the individual’s perception. B36: It is still possible to understand a little more about the speed of light, for example, when analyzing a lightning strike and the time it took for the sound to propagate. F15: The blind can, in the presence of light, depending on its intensity, feel the heat emitted by it – while we have no perception of the speed of light. Q15: Depending on the sensitivity of the blind person, they may have notions of strong light [other than normal brightness or total darkness].

Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru. Av. Engenheiro Luiz Edmundo Carrijo Coube, 14-01, Campus Universitário - Vargem Limpa CEP 17033-360 Bauru - SP/ Brasil , Tel./Fax: (55 14) 3103 6177 - Bauru - SP - Brazil
E-mail: revista@fc.unesp.br

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[1] Contact: UFSCar, Departamento de Ciências da Natureza, Matemática e Educação, Rod. Anhanguera, km. 174, Araras, SP, 13604-900, Brasil.