Recursos para o acesso aos conteúdos da disciplina de ciências da natureza por estudantes com cegueira

Abstract

The inclusion of students with visual impairments in regular education is still a challenge, especially with regard to access to Braille textbooks. Therefore, this research aimed to analyze the access of blind students to Natural Sciences curricular content, and the teaching strategies used by the teacher. To this end, a qualitative case study was conducted, with two blind students and their teachers from the Natural Sciences discipline, as well as Special Education, as participants. Data collection took place on the premises of a state public school, located in a medium-sized city in the interior of São Paulo. To achieve the proposed objectives, semi-structured interviews were carried out with blind students and questionnaires were administered to Natural Sciences and Special Education teachers, based on previously prepared scripts, covering the following themes: student-teacher relationship; knowledge of Braille; possible difficulties regarding the book; opinion about the book. Furthermore, observations were carried out, when it was possible to ascertain that students in regular classes do not have access to Braille – in written form or for reading, even due to the lack of a textbook for the subject in Braille. The results showed that the resources used by the Natural Sciences teacher cannot yet be considered inclusive, because it was found that the participation of blind students in the classroom was practically zero. The same can be said about collaborative planning between teachers, showing that there is a lot to be done so that the school inclusion of students with blindness is truly achieved.