DOI:
https://doi.org/10.14483/23464712.5095Published:
2014-01-08Deficiência visual e educação científica: orientações didáticas com um aporte na neurociência cognitiva e teoria dos campos conceituais
Visual deficiency and science education: teaching guidance as a contribution in neuroscience cognitive and the theory of conceptual fields
Keywords:
Science education, Including school, Semiotics, Conceptual fields theory. (en).Keywords:
ensino de ciências, inclusão escolar, semiótica, eoria dos campos conceituais (es).Downloads
Abstract (es)
O objetivo deste artigo é apresentar uma proposta educacional com orientações didático-pedagógicas no Ensino de Ciências para indivíduos com deficiência visual. Para isto utilizamos como principal referencial a Teoria dos Campos Conceituais, de Gérard Vergnaud, conjuntamente com um enfoque translacional, aplicando resultados empíricos da Neurociência Cognitiva. Dentro disto, relevamos o papel de atividades didáticas direcionadas ao que chamamos de ‘alfabetização científica multisensorial’, com foco na tríade lingüística: leitura, interpretação e representação textual. Esperamos que as diretivas aqui apresentadas constituam-se futuramente em orientações para compor um ‘protocolo semiótico’ para o Ensino de Ciências, destacando as especificidades e singularidades epistemológicas, didáticas e pedagógicas desta área, e relevando tais propriedades na forma de construtos cognitivos próprios para a educação científica e tecnológica.
Abstract (en)
The aim of this paper is to present an educational proposal with didactic and pedagogical orientations, to the Science Education for people with visual impairments. Then, we use as the main reference, Gérard Vergnaud theory of Conceptual Fields, joining with a translational focus, applying empirical results of Cognitive Neuroscience. Within this, we highlight the role of educational activities related to 'multi-sensorial scientific literacy’, focusing on the linguistic triad: read, interpretation and textual representation. We hope this perspective, become in the future an important component of guidelines for composing a ‘semiotic protocol’ for Science Education. Realizing too, epistemological peculiarities, pedagogic and didactic specificities in this area, and, revealing such properties on the cognitive constructs, for science and technology education.
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