Gestão da acessibilidade na Educação Profissional e Tecnológica: uma revisão de literatura e documental sobre o uso da audiodescrição no curso técnico meio ambiente.

Abstract

Audio description is an assistive technology resource developed relatively recently, emerging in the early 1980s in the United States and England. In Brazil, its history reflects its recent arrival, marked by the first commercial play to feature audio description—O Andaime—at the Teatro Vivo in March 2007. It is a highly useful accessibility resource for visually impaired individuals, serving as a fundamental technique for advancing the teaching and learning of visually impaired students; it opens up access to culture, the arts, and scientific knowledge within basic education, vocational and technological education institutes, and universities. The study's central objective is to analyze the presence and effectiveness of audio description in PDF-based school materials and documents—such as course plans, syllabi, and curriculum guidelines for Vocational and Technological Education (EPT) provided by SUPROT/BA—which are used by state schools offering technical courses in the environment and health sectors. Based on these documents, the study sought to identify the use of audio description as a pedagogical mediation tool in the teaching-learning process for students who are visually impaired or have low vision, as well as for the elderly. Furthermore, the research contributes to clarifying, deepening, and sharing knowledge on this subject within the academic community, given that audio description has emerged as a highly relevant topic in current political and scientific debates regarding special and inclusive education, spreading across all educational modalities as a tool that facilitates learning for the visually impaired. Methodologically, this is an exploratory study based on a literature review and document analysis. Fourteen scientific articles published in Portuguese and available on Google Scholar between July 2015 and July 2026 were selected. The analysis sought to identify contributions, convergences, and divergences regarding the use of audio description and accessibility management within the school environment in technological education. The analysis revealed that the role of school management and teachers is crucial for fostering inclusive cultures and disseminating audio description as an inclusive education policy for students with visual impairments—thereby mediating the teaching-learning process—and that assistive technologies can foster autonomy, independence, and social inclusion.