Tateando as estrelas

The teaching and learning of sciences are commonly associated to vision. Thinking from the perspective of astronomic sciences this is not different, especially when it is about the observation of the sky, including the stars and constellations. Proposing to break this stigma, this work has the objective to describe didactic materials and how they are inserted in a didactic sequence with three classes on Astronomy area, as well a suggestion on how to apply it in the context of a regular class which has students with visual deficiency.  The themes that can be worked on are related to the non-visual shine parameters of the stars and the human, cultural and collective construction of Astronomy from the Tupi’s constellations of “Anta”, “Veado”, “Ema” e “Homem Velho”, year stations indicators. The suggested classes are guided by the principles of multisensory, which seeks to understand and enjoy of all human senses in the acts of teaching, learning and construction of scientific technology. In that regard, the suggested classes in the context of this didactic sequence work with the tactile sense, understanding as an important way for the comprehension of the concepts studied by the students with or without visual deficiency. The suggested purpose is composed by the following materials: the “Star Box”, a plan model of “Cruzeiro do Sul constellation and the Constellation Notebook. From them it may be possible to approach the concept of constellations, the cultural and daily aspects involved, as well as the annual movement of the stars. Individual and collective activities were suggested and then showed that the construction of the astronomical knowledge, especially about the sky, are performed by human beings together. Furthermore, it’s expected that the study of Astronomy in formal educational environments could be developed without the teaching and learning relationship being strictly guided by the sense of vision, in addition to be able to provide a development that goes beyond the conceptual aspect, reaching the attitudinal level, in other words, sensitizing students to understand the limitations possibilities of the didactic materials in provide learning conditions to all students with or without visual deficiency, because it is also accessible to these.