Made available in DSpace on 2014-12-17T15:04:45Z (GMT). No. of bitstreams: 1 LorenaGFB.pdf: 460479 bytes, checksum: aa12e0a9baa8d74666214337a2a8c5f5 (MD5) Previous issue date: 2006-05-19 / Nowadays there are many reasons that aim to include people with special necessities, like those with visual deficiency, in the world of work, education, and in the society as a whole. However it is observed that when we talk about schooling inclusion, especially in High School, there is a huge gap between the theory and the practice. The lack of didactic resources, the inadequate installations, unprepared teachers, the families? lack of information, are some of the factors that hinder the process of inclusion. Furthermore, the educators also have to deal with the roughness of the disciplinary contents and, refering to the study of Chemistry, with the use of signals related to this subject?s language. So, the objective of our research is to reflect about the apprehension of this language by the visually handicapped people, and try to contribute with their process of inclusion in the school life. On this perspective we work with the Periodic Table, which constitutes one of the indispensable tools necessary to the Chemistry learning. In order to acomplish it, the way followed by us happened in three passages. Initially, by means of a semistructured interview, we tried to get acquainted with the blind students opinion, who were participating in the research about the Periodic Table used by them throughout High School, as well as the dificulties felt when using it. After getting the answers, the Table was reelaborated to fill those students?necessities. Here, two new Tables were designed, one in Braille which shape is more compacted, and another made with high printed dots, built with sand and glue. On the third moment, the new designed Tables were tested by the students and, by means of a semi-structured interview, we tried to identify if this new resource would solve the problems concerned to the old Table. The students showed that the compacted Tables would facilitate the touch reading of the chemical elements simbols, making it clear and fast. We hope that, with the elaboration of this learning tools we can contribute with one of the elements to favor the effective participation of blind students in Chemistry classes, when studying the Periodic Table / Na atualidade, in?meras s?o as raz?es que visam ? inclus?o de pessoas com necessidades especiais, dentre essas, aquelas com defici?ncia visual, no mundo do trabalho, na educa??o, e na sociedade como um todo. Entretanto, observa-se que em se tratando da inclus?o escolar dessas pessoas, especialmente no Ensino M?dio, h? um enorme distanciamento entre a teoria e a pr?tica. A falta de recursos did?ticos, as instala??es f?sicas inadequadas, o despreparo dos professores, a desinforma??o das fam?lias, s?o alguns dos fatores que emperram o processo de inclus?o. Al?m disso, os educandos deparam-se tamb?m com a aridez dos conte?dos disciplinares e, no caso do estudo da Qu?mica, com a utiliza??o dos signos relativos ? linguagem que ? concernente ? mat?ria. Logo, o objetivo de nossa pesquisa ? refletir sobre a apreens?o dessa linguagem pelas pessoas com defici?ncia visual, com vistas a contribuir para o seu processo de inclus?o escolar. Nessa perspectiva, trabalhamos com a Tabela Peri?dica, que se constitui em uma das ferramentas indispens?veis para apropria??o do conhecimento qu?mico. Para tanto, o percurso metodol?gico adotado foi realizado em tr?s etapas. Inicialmente, por meio de uma entrevista semi-estruturada, procurou-se conhecer a opini?o de alunos cegos, participantes da pesquisa, sobre a Tabela Peri?dica que utilizaram no Ensino M?dio, bem como as dificuldades sentidas no seu manuseio. A partir das respostas obtidas, a tabela foi re-elaborada para atender ?s necessidades destes alunos. Nessa etapa, foram constru?das duas tabelas, uma em Braille cuja forma ? mais compacta, e a outra em alto relevo, confeccionada com areia e cola. Na terceira etapa, as tabelas elaboradas foram submetidas a an?lise dos participantes e por meio de entrevista semi-estruturada procurou-se identificar se esse recurso atendia ?s solicita??es feitas pelos alunos quanto ao manuseio. Os participantes sinalizaram que as tabelas compactas facilitavam a leitura t?ctil dos s?mbolos dos elementos qu?micos de forma mais ?gil e clara. Espera-se que, com a elabora??o dessas ferramentas, possamos contribuir com mais um dos elementos a favorecer a participa??o efetiva de alunos cegos nas aulas de Qu?mica, ao estudar a Tabela Peri?dica