Arte-educação para estudantes com deficiência visual: uma abordagem sinestésica

Abstract

This research investigates inclusive education in art classes, considering the barriers that still compromise the access and participation of students with visual impairments. The research question that guided the study was: what pedagogical practices contribute to the development of the teaching-learning process in art for students with visual impairments? The general objective was to analyze inclusive pedagogical practices that guarantee equitable access and participation of students with visual impairments in art classes in two public schools in the municipality of Caxias – MA. Specific objectives included: identifying the main challenges faced by students with visual impairments in relation to learning art; verifying the pedagogical strategies used by art teachers to include students with visual impairments; and producing tactile boards and systematizing them in a teaching manual to facilitate access to visual information in art classes. This study is based on Vygotsky's (2001, 2022) historical-cultural theory, Barbosa's (2019) triangular approach to art education, and contemporary references on inclusion, synesthesia, and multisensory experience. Methodologically, it is characterized as qualitative research, of an applied and exploratory nature. The data were produced from semi-structured interviews with art teachers, special education teachers, and students with visual impairments, and analyzed according to Bardin's (2016) content analysis. The results show that, although there are individual efforts by teachers, gaps persist in specific training for teaching and learning art to students with visual impairments, as well as a scarcity of accessible teaching resources. The study found a predominance of punctual and unsystematic adaptations, which limits the aesthetic experience of these students. As an educational product, a structured teaching manual was developed based on the research findings, offering theoretical and methodological guidelines for the construction of inclusive practices in art teaching and learning