Interdisciplinary teaching sequence for sighted and low vision students – an inclusive proposal

Abstract

The present work aims to propose an interdisciplinary didactic sequence (DS), to be applied in a first-year high school class, with sighted and low vision students. This objective is justified due to the importance of accessibility during classes for students with visual impairments (VI), the interaction between subjects and the speeches produced during activities on the topics studied, in accordance with the National Common Curricular Base (BNCC). Given this context, we bring to the centrality of our study the following question: how to include students with low vision, who arrive in common regular school classrooms, in pedagogical activities? The DS theme will be Ethics in Relationships, and the proposal is that it be developed through active teaching methodology, in the station rotation model. The accessible resources used must be a board game, developed especially for this class, in addition to video, text and audio. The work will be based on the literature by Zabala (1998), which deals with didactic sequences, Gagliardo and Nobre (2001), who address the importance of early stimulation, Cobo, Rodriguez and Bueno (2003), who explain about visual impairment, Moran (2003), who proposes active methodologies, and Vygotsky (2007), who approaches social and cultural aspects in learning and in mediated relationships between subjects. We will conclude by proposing the role of the teacher, in accordance with Nóvoa (2009), in implementing classes that are consistent with the specificities of students with low vision, consequently enabling everyone to learn, based on social interactions in the classroom and the different speeches produced by students.