A geometria fractal e a deficiência visual no contexto do ensino de ciências inclusivo e da educação integrativa STEAM

Abstract

This research that addressed Fractal Geometry in some elements of the Cerrado Bioma, consists of an interdisciplinary and inclusive proposal in the STEAM approach. The investigation guiding question was what would be the perception of students, especially those ones with visual impairments, about the geometric shapes of natural elements? Our general goal was to provide equitable learning opportunities to all students in order to provide accessibility also to students with visual impairments. It is necessary to show teachers that the learning barrier is not in the student because he is blind, deaf, or for some other physical, sensory or cognitive impairment, but in the way in which the knowledge is presented to them. Based on a qualitative approach, with the required scientific rigor, we carried out a case study with 16 students from the 7th year of Elementary School, in a school in Cuiabá-MT. Incorporating action research elements, supported by Lev Vygotski's epistemology assumptions, we applied the project “O tal fractal”, from which we developed a didactic script as an educational product. Considering the research results, it was possible to observe that even content that seems challenging such as fractal geometry can be used as a great advantage in the classroom. Thus, allowing the maximum abstraction of knowledge in the curricular components of Biology, Mathematics, and Arts, presented through innovative teaching resources such as Augmented Reality, 3D and inclusive, accessible materials. In addition to the revolution that fractal geometry has brought to the study of shapes, it is shown as a knowledge that generates curiosity, provokes questions and motivates students to seek answers to the challenges presented to them, helping them to develop some required skills in the social and professional sphere.