Inclusive Teaching in Organic Chemistry

Abstract

Before the covid-19 pandemic paradigm, the education sector has been facing several challenges. Especially in the Chemistry area, the subjectivity and complexity conditions are admitted by many students when it is about teaching the content of this science. Furthermore, the promotion of active methodologies for teaching Inclusive Chemistry is deficient, mainly, methodologies which contemplate the particularities of the deaf community. In this context, the purpose of the present work is to offer remote teaching activities that addressed the content of Organic Chemistry in a contextualized way with environmental awareness regarding Urban Waste (RU), involving the principles of Inclusive Education (IE) for a high school class consisting of hearing and deaf students from a public school in Brazil. As for the methodology, the research was based on a qualitative and participatory perspective. Aiming at a methodological proposal which contemplates the students´ educational gaps, especially the deaf population, such as accessibility in Brazilian Sign Language (LIBRAS), the classes were contextualized with support by Digital Information and Communication Technologies (TDICs). Based on the activities carried out in the school environment, it was possible to verify continuous participation of all students, especially, in the activity which involved the water pollution simulator using the "Mozaik Education" software and showing how water pollution occurs upon contact with wastewater in a safe way. Therefore, the teaching resources used in this study were efficient, because they are facilitating agents in the knowledge acquisition process.