State of the art on science teaching for the students with visually impaired in the Brazilian scenario

Abstract

This work aimed to analyze the Brazilian scientific productions that deal with science teaching for students with visual impairments, during the last decade. The study uses a qualitative methodology, in which a state-of-the-art bibliographic research was carried out. For data verification, Bardin's (2016) content analysis was adopted, with three main categories defined: general characteristics of the works, constituent elements, and evaluation of inclusion and intervention. Therefore, 13 works were selected for analysis. As a result, we noticed that, according to the first category, there was a constant of the amount of works published over the years. In the second category, we identified that the focus of the work is on the inclusion of students with visual impairments in science education. In the third category, we observed that the works have sought to further evaluate the inclusion process. Thus, we conclude that the works analyzed in this research seek to verify the problems of inclusion, however, little is done, and few bring new proposals for inclusion to be effective.