Análise das atividades experimentais de um livro didático de química: inclusão e acesso a aprendizagem de alunos com deficiência visual

Abstract

The study analyzes the textbook Química Ser Protagonista (Lisboa et al., 2016) focusing on the inclusion of visually impaired students in experimental activities. The aim is to identify and propose adaptations to ensure that these students can fully participate in chemistry practices. The rationale is based on the need to promote inclusive education, allowing all students, regardless of their conditions, to have equitable access to practical learning. The methodology involved analyzing the book’s chapters to classify experimental activities in terms of their adaptability. The main results indicate that the book lacks specific adaptations for visual impairment, highlighting the need to develop tactile models, Braille guides, and auditory resources. It is concluded that such adaptations are essential for active participation and effective understanding of visually impaired students, also benefiting inclusive teaching practices.