A inclusão de deficientes visuais no ensino de ciências

Abstract

The present work aimed to investigate how the inclusion of visually disable students in Science Education, observing strategies and methodologies are used by teachers of two public schools in the city of Quedas do Iguaçu-PR, and one public school in the city of Espigão Alto do Iguaçu-PR. The study involved visually disabled students of Elementary School I and II. The study was qualitative with participant research, where the data collection took place through observation of science classes, interviews with interested students, and a questionnaire for teachers. From the collection, analysis and discussion of data, it was possible to conclude that the right to inclusion and equality is a new process with many challenges and obstacles. The educational policies deployed lack in teacher training and improvements in the physical space, they do not provide the necessary support for the school to become egalitarian; it was observed that there is still prejudice, segregation and poor education. In an attempt to minimize this situation, some didactic material adapted to visually disabled were developed, which facilitated their learning in Science, as well as offered to the teachers suggestions to work with their students in order to make the Science teaching equitable.