Inclusão de alunos com deficiência visual no ensino de ciências/biologia

Abstract

The present work concerns an analysis of the works published in the Journal of Biology Teaching (REnBio) focusing on the development of students with visual impairment in the perspective of inclusive education in science and biology education. A theme that requires attention in the educational environment, where each human being with or without a disability has the right to quality education, a right that is defended by Law, thus achieving a quality inclusive education for students with visual impairment. According to Alves (2006, p. 11), the national guidelines for special education in basic education, article 2, emphasize the following: "The education systems must register all the students and it is up to the schools to organize themselves for the care of the students with special educational needs, ensuring the necessary conditions for quality education for all. " In Brazil, there are many people with some kind of disability, such as visual, hearing, physical, mental, intellectual, among others, people who are often discriminated against in the environment in which they live or are excluded from the labor market , a process of social exclusion that needs to be overcome. Inclusive education is still a process that needs to be improved knowing its importance, with teachers being careful not to exclude students with disabilities in the teaching and assessment process. We need to understand that students with disabilities, especially those with visual impairment, who have different potential to learn, ie it is necessary to use different methodologies and / or adaptive tools in the development of the teaching process. With this concern, the objective of this study was to investigate in the articles of the REnBio and Brazilian Digital Library of Theses and Dissertations (IBICT) the didactic and pedagogical modalities, that is, the teaching strategies used in the teaching process of students with disabilities in such research. This implies the involvement of appropriate actions planned by those responsible who are responsible for mediating the teaching process. The education of visually impaired people requires in-depth knowledge and understanding of the specific specificities and implications that need attention and reflection on the teaching action under discussion.