Estratégias pedagógicas com modelos 3d para o ensino de ciências e biologia aos estudantes com deficiência visual: uma revisão bibliográfica integrativa

Abstract

This study investigates inclusive pedagogical practices for teaching Science and Biology, focusing on the use of three-dimensional (3D) resources as a strategy to promote autonomy and active participation of students with visual impairments. The objective of this research is to examine, through the Google Scholar platform and the Capes Journals Portal, the pedagogical strategies employed in Science and Biology education from the perspective of inclusion for students with visual disabilities, with special attention to the use of 3D models. Methodologically, this research is characterized as an integrative literature review with a basic, qualitative, and descriptive nature. Data collection was carried out through searches in Google Scholar and the Capes Journals Portal databases, using descriptors such as "Visual impairment," Science, Biology, and 3D, combined with Boolean operators AND/OR. After applying all filters, the search yielded 2,880 results from Google Scholar and 2,407 scientific articles from the Capes Journals Portal. From these, a reading of titles and abstracts was conducted, only five studies met all the defined inclusion and exclusion criteria. The findings suggest that the use of 3D prototypes in Science and Biology education for students with visual impairments enhances pedagogical practices and provides multisensory stimulation that contributes to the development of cognitive, affective, and social aspects of the individual. Furthermore, it fosters reflection on pedagogical approaches and encourages the production of new works with a focus on inclusion.