Technical and pedagogical evaluation of Chemistry teachers regarding methodologies and materials used in teaching chemistry to visually impaired students

Abstract

Considering the diversity present among students in school institutions requires procedures that lead us to flexibility and dynamism in curricula, commitment and responsibility of teachers, to effectively serve students, with or without special educational needs. This study deals with the evaluation of a didactic proposal, through the vision of Chemistry teachers, who used the proposal and didactic materials, in order to point out their considerations about the whole proposal. Nineteen Chemistry teachers participated in the workshop, who evaluated the materials used in the proposal. The research was characterized as qualitative, aiming at understanding and explaining the dynamics of social relations throughout their development. The results showed the potential of the proposal as well as the materials used. Blind and sighted students showed greater interest and understanding in the content covered, some teachers perceived greater autonomy on the part of blind students using the tools in the development of content and consequently greater affection among all.