O ensino de Física no caminho da inclusão de pessoas com deficiência visual: A óptica geométrica em foco

Abstract

The concept of Inclusive Education goes beyond simply providing a place in regular school classrooms or access to school through ramps for students with special educational needs. It is a proposal that seeks to address all the special educational needs of these students, respecting their limitations and potential. Inclusive Education is a widely discussed issue in the field of education, and there are already legislations recognizing the need and importance of ensuring education for individuals with special educational needs who are part of the regular education system. A school that truly practices the principles of inclusive education aims to teach students to share knowledge and, above all, to respect "differences," considering the emotions and specific abilities of each individual. Thus, the main objective of this research was to investigate the state of the art of teaching geometric optics to students with visual impairments, present a didactic proposal for basic education physics teachers using tactile models and storytelling to teach Geometric Optics to students with visual impairments, and report on the views of these teachers regarding the feasibility of the proposed approach. The study was associated with fieldwork and consisted of both theoretical and empirical research. Data were collected through the application of a semi-structured questionnaire with the participating teachers. Initially, teachers had access to the questionnaire via email and WhatsApp, along with a podcast discussing the didactic proposal. The lack of resources and suitable proposals for promoting inclusion are challenges faced by teachers. The absence of training and school preparedness are recurring themes in the expressed opinions. Participants' views reflect a positive and enthusiastic response to the presented didactic proposal. The use of resources such as storytelling and the construction of models was widely appreciated, recognizing their role in promoting inclusion and facilitating the learning of students with visual impairments.