Desenvolvimento de modelos tridimensionais e de uma sequência didática para o ensino de sistema cardiovascular para alunos com deficiência visual

Abstract

Comparing data from IBGE and INEP in the years 2010 and 2017, it is possible to observe that the number of visually impaired individuals enrolled in regular, special, and EJA (Youth and Adult Education) is low, with no increase over time. One possible cause is the lack of resources that allow individuals to be included in the learning process, as well as an inadequacy of the curriculum. Taking these facts into account, the cardiovascular system theme was chosen due to its importance in the health area, knowing that diseases related to that system define a high mortality rate. To explore the theme, it was developed three-dimensional models, to allow tactile learning, and a didactic sequence on the cardiovascular system. The latter was produced with the objective of establishing a learning process in stages, making it possible to identify the students' cognitive structure and to settle new knowledge. Thus, visually impaired students can be included, enabling an improvement in their quality of life. It was applied diagnostic questionnaires to survey the factors that influence the learning of students with visual impairment attended by NAPNE from Colégio Pedro II - SCIII campus. The analysis showed us that despite efforts to include students with visual impairments in the learning process, it is still possible to offer better conditions through curricular, methodological and evaluative adaptation. Blood vessel models were produced with the online 33 modeling software Tinkercad. A model of the heart was selected from the www.thingverse.com and modified with the software the Autodesk Meshmixer and Tinkercad (www.tinkercad.com) to obtain a better impression quality. The didactic sequence guides three moments with different objectives. In the first class, we aimed to identify students' previous conceptions and cognitive structure. For this we use an investigative methodology and previous organizers. In the second class, using a dialogical expository class and 3D models, we wish to answer the questions raised by the students. For the last class, we plan to qualitatively assess the experience of students in order to validate the pedagogical resources.The application of the didactic sequence and the use of 3D models, as well as the validation of the products, was not possible due to the pandemic by SARS-COV-2.