DIDACTIC-PEDAGOGICAL STRATEGIES SUPPORTED BY MAKER EDUCATION FOR THE TEACHING-LEARNING OF MORPHOLOGICAL DIFFERENCES OF VERTEBRATE ANIMALS OF VISUALLY IMPAIRED STUDENTS

Abstract

Maker education is aligned with active methodologies in terms of bringing plurality of strategies that involve students in teaching-learning, interactively and innovatively. This study is based on this theoretical perspective, inserting it in the aspect of inclusion, involving students with visual impairment (VD) in the municipality of Rio Verde – Goiás, who attend elementary school I. The objective was to develop pedagogical materials produced in the 3D printer for students with visual impairment and evaluate them in classroom situations. In the methodology, initially, a diagnosis was made about the teaching-learning process of students with VI, through the observation of the school environment and with two teachers through dialogue to understand the context of the methodologies that are proposed for students with VI. After the diagnosis, 3D printed materials of vertebrate animals were produced, to exemplify how the body segments are in vertebrate classes, then some classes were developed with students with VI using these materials, and the results were analyzed through evaluative actions.