A inclusão de alunos com deficiência visual na UFSCar: percepções e práticas pedagógicas dos professores de Ciências Biológicas

Abstract

This study examines the challenges associated with the inclusion of students with visual impairments in higher education, with a particular focus on the pedagogical practices of faculty members in the Biological Sciences program at the Federal University of São Carlos (UFSCar). The research aims to analyze the methodologies and strategies employed by professors in the context of inclusive education, based on interviews conducted with three faculty members, identified as E1, E2, and E3. The study adopts the Discursive Textual Analysis (DTA) method to explore the participants' perceptions regarding their professional training and the institutional support available to them. The findings reveal that, despite institutional efforts toward inclusion, many faculty members lack adequate training, which impairs the effective implementation of inclusive pedagogical practices. The primary challenges reported include insufficient continuous professional development, inadequate communication between university departments, and a lack of technical and pedagogical support. Among the solutions proposed by the participants are the development of targeted training programs, the establishment of more effective communication channels, and the expansion of institutional support, including the presence of trained assistants or monitors to aid students with visual impairments. The study underscores the need for curricular reforms to enhance teacher education programs, ensuring they better address the demands of inclusive education and thereby promote the democratization of access to higher education.