Recursos didáticos adaptados para o ensino de Química para alunos com deficiência visual: uma revisão de literatura

Abstract

The inclusion of visually impaired students in high school, especially in Chemistry, represents a significant challenge for pedagogical practice, as this field of knowledge has a strong visual and conceptual appeal. In this context, it is urgent to broaden the debate on inclusive education in science education, proposing strategies that consider the specific needs of these students. The research was developed through a literature review, with searches conducted in Google Scholar between 2023 and 2025, resulting in the selection of 23 relevant documents on the topic. The analysis focused on identifying teaching resources that facilitate access to knowledge for visually impaired students. Among the materials found, tactile resources, three-dimensional models, and educational games stand out. Some of these resources have not yet been validated with the target audience, revealing a gap in practical research. However, the materials that have been tested in real educational contexts have shown positive results in promoting learning and active student participation. In this sense, the general objective of this study is to analyze pedagogical resources that promote inclusion and effective learning for visually impaired students in high school, with a specific focus on Chemistry. Within the context of initial teacher training for the Chemistry Bachelor's program, this study seeks to contribute to teaching practices that are more sensitive to diversity, providing theoretical and methodological frameworks that can be applied in daily school life. The results are expected to strengthen the commitment to inclusion and encourage the development of more accessible pedagogical practices, contributing to a truly democratic and high-quality education for all.