Percepções de inclusão e barreiras no ensino-aprendizagem de língua inglesa para pessoas com deficiência visual.

Abstract

In Brazil, as established by the 1988 Constitution, Inclusive Education is an essential component of this process. IBGE data from 2010 highlights the significant presence of Brazilians with visual impairments, the target audience of this study, reinforcing the importance of promoting effective inclusion in the school environment. However, despite legal advances and an increase in the enrollment of people with disabilities, Inclusive Education still faces challenges, especially regarding the teaching of foreign languages. Methodologically, we used an exploratory approach, as our objective is to clarify the problem and raise hypotheses (Gil, 2002). We also adopted bibliographic research in line with the meta-analysis technique (Fiorentini and Lorenzato, 2006). That said, our research has the general objective of investigating the educational inclusion of students with visual impairments, addressing multiple aspects of the educational context, based on a meta-analysis of published research focused on inclusion and the teaching-learning of the English language. Given this direction, we have listed our specific objectives, namely: 1. to identify the main challenges faced by these students, both in accessing education and in interacting with classmates and teachers; 2. to analyze the perception of students with visual impairments about educational inclusion, exploring their experiences in teaching-learning environments; 3. to investigate the specific barriers these students face in accessing teaching materials and educational activities, seeking to understand the initiatives that promote the inclusion of English language teaching-learning, as well as the obstacles that can hinder their learning process and full participation in these spaces. To meet the objectives, five categories were identified from the reading: methodological gaps in teaching, the scope and accessibility of teaching materials, the underutilization of Braille as a tool, different perspectives on specialized support, and school grouping and exclusion. Our analysis was based on laws and documents aimed at promoting the inclusion of people with disabilities, as well as studies on the barriers that hinder the realization of this process, highlighting the communicational and technological barriers (Brasil, 2015; Cerqueira, Ferreira, 2000; Mantoan ,1997; Motta and Filho (2010), as well as the multiple attitudinal barriers (Lima, Silva, 2008; Lima, Tavares, 2008; Oliveira, 2006. In conclusion, we emphasize the need for collaboration among all the parts that make up the school community to overcome these barriers that still stand in the way of learning English for people with visual impairments.