Análise de materiais didáticos táteis e o seu emprego no Ensino de Ciências para estudantes com deficiência visual

Abstract

The research aimed to analyze the science teaching for the visually impaired and the elaboration, production and adaptation of tactile didactic models that assist in the inclusion of students in the regular classroom. The methodology had three stages, 1) a state-of-the-art bibliographic research about the current scenario regarding science education for the visual impairment in Brazil; 2) a bibliographic research about scientific works that sought to develop or adapt didactic models for students with visual impairment in Brazil; and 3) the works analyzed and a sequence of five videos about the research were made available on an educational portal, and a video sharing platform. Therefore, considering a qualitative nature, Bardin's content analysis methodology (2016) was used, which allowed the identification of a scarcity of works related to science teaching for students with visual impairments. Among the literature studies analyzed, several had criteria more than those that didactic models must present. Universal design was not mentioned in any article, but some didactic models were developed to be used by all students, showing that universal design is starting to have more employment in teaching, thus proposing a really effective inclusion. Thus, we concluded that there is a concern with the inclusion process and that the appropriate didactic models can assist in learning and inclusion.