Resumo

DA SILVA COSTA, Alessandra Françoso; VINHOLI JUNIOR, Airton José  e  GOBARA, Shirley Takeco. Ensino de biologia celular por meio de modelos concretos: um estudo de caso no contexto da deficiência visual. Rev. electrón. investig. educ. cienc. [online]. 2019, vol.14, n.1, pp.50-62. ISSN 1850-6666.

The research presents an experiment carried out in the context of inclusive education in the discipline of biology, carried out with a blind student, in which a didactic sequence was elaborated with the objective of analyzing if the construction and use of concrete models can facilitate the learning of concepts of the discipline, especially cellular biology. The research was carried out in the second semester of 2017, in six 50-minute meetings, held in the counterpart of the student's class. The elaboration of the activities was based on conceptions of the historical-cultural perspective of human development, starting from Vygotsky's ideas, and their development, seeking to provide and accompany the evolution of the initial concepts of the student. The application of the sequence was recorded, transcribed and analyzed qualitatively by Microgenetic Analysis. In the analysis of the initial conceptions, it was verified that the student knew to affirm that there are differences between a living being and a gross matter and that all living beings are formed by some type of cell. However, he could not explain these differences or quote the three basic parts of a cell. In the survey of the appropriation of knowledge, after the research, it was possible to analyze that the student was able to differentiate the beings formed by cells, as well as their basic parts, the types of animal and plant cells, the terminologies and denominations of the internal structures of the cell and the characteristics of viruses. It is concluded that the construction of the concrete models allowed the interaction of the student with the material, created opportunities for dialogue between student and teacher, favored the exchange of knowledge and promoted greater learning about biological contents.

Palavras-chave : Cellular biology; Blind students; Didactic modeling.

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