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Physics concepts have been given a new approach with the development of the National Curriculum Parameters (PCN), which propose that all students understand the world with a scientific and technological cultural background. However, we believe that sighted students continue to have difficulties learning certain physical concepts and blind students may not even be able to identify some phenomena, due to their special needs. What is proposed in the legislation may not be in line with what is offered, especially to the visually impaired (VI), who often have teachers who are unprepared to work with their special needs, using visual resources as the main tool for students to build knowledge, i.e. they do not provide the same conditions for all students, as recommended by the PCN. We therefore carried out an investigation with undergraduate students to find out their conceptions and perspectives on inclusive education, which are essential if we are to achieve equal opportunities for all students.
About the author
Master's Degree in Teaching, History and Philosophy of Science and Mathematics from the Federal University of ABC (CCNH/UFABC), Degree in Physics from the Paulista State University - Faculty of Science and Technology (FCT/UNESP). His research focuses on the inclusion and socialization of blind and partially sighted people in physics teaching.
