A inclusão de estudantes cegos na educação superior: uma revisão narrativa da literatura nos artigos científicos nacionais do Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES (2019-2024)

Abstract

The present Course Completion Paper (TCC), titled “THE INCLUSION OF BLIND STUDENTS IN HIGHER EDUCATION: a narrative literature review of national scientific articles from the CAPES Journal Portal (2019–2024),” aims to present and discuss the results of a bibliographic study addressing the inclusion of blind students in Brazilian higher education. The investigation is justified by the scientific and social relevance of the topic, since, despite legal advances, significant challenges related to accessibility and inclusive practices in Higher Education Institutions (HEIs) persist. The general objective of the study was to analyze the main themes and challenges discussed in national scientific articles published in the CAPES Journal Portal between 2019 and 2024 regarding the inclusion of blind students in higher education. In an integrated manner, the study sought to identify the themes addressed, characterize the main challenges and limitations, understand the theoretical approaches, and reflect on the contributions of these studies. The research is characterized as a narrative literature review with an exploratory and qualitative approach. Data collection was conducted on the CAPES Journal Portal, using descriptors such as “inclusion,” “blind students,” and “higher education.” Rigorous inclusion and exclusion criteria were established to select full, peer-reviewed scientific articles published in Portuguese between 2019 and 2024. The data were analyzed based on Content Analysis (Bardin, 2011) and organized into four thematic categories: discussed themes, challenges and limitations, theoretical approaches, and contributions to improvement. The results show that the effective inclusion of blind students is hindered by barriers involving structural, pedagogical, and trainingrelated aspects. The main challenges identified include inadequacies in physical spaces and mobility conditions, insufficient adapted instructional materials (Braille, tactile graphics, audio description), and limited or nonexistent teacher training regarding Braille instruction and the use of assistive technologies. Furthermore, in modalities such as Distance Education (DE), the low accessibility of virtual platforms and internet quality constitute significant obstacles. The study concludes that, despite the existence of important legal frameworks, challenges persist that compromise the retention and full participation of blind students. The findings highlight the need to strengthen institutional accessibility policies, ensure consistent investment in ongoing teacher training (including mastery of Braille and Digital Information and Communication Technologies – DICTs), and improve Specialized Educational Services (AEE), so that higher education can become genuinely inclusive.