O ensino da morfologia humana e as ferramentas acessíveis para o aluno com deficiência visual

Abstract

A person with visual impairment is someone who experiences low vision or blindness. These students, before entering higher education, often face several barriers, frequently needing to adapt to teaching methodologies, even though many laws facilitate their admission and ensure their support during their academic journey. In the field of health sciences, Morphological Sciences hold significant importance for the initial education of students, serving as a base for subsequent components. Anatomy, Histology, and Embryology are integral components of Morphological Sciences, where methodological activities are heavily based on visual stimulation, using anatomical atlases, cadaveric specimens, histological images, microscopes, embryonic models, and others. These tools inadvertently segregate people with visual impairments. Thus, this research aims to analyze studies and epistemological discourses within the context of teaching human morphology aiming to detect accessible teaching tools for students with visual impairments. This dissertation has two chapters, identifying teaching tools and the process of inclusion and accessibility. Chapter 1 consists of a scoping review, which, through keyword combinations, enabled the mapping of 17 studies in major research databases. It was possible to identify 16 sensory and technological tools that promoted accessibility in teaching Morphological Sciences. Chapter 2 involves a survey and evaluation of teaching tools used in the Department of Morphology at the Federal University of Rio Grande do Norte, Brazil. This evaluation is based on the discourse analysis of 7 students with low vision or blindness from different health field courses. The participants, supported by the institution's Office of Inclusion and Accessibility, completed mandatory curriculum components in the morphology area, such as Anatomy, Embryology, and Histology. The research allowed to assess whether or not the use by students with VI were validated during the empirical study. Additionally, it was possible to identify the limited preparedness of professors and the lack of flexibility with the students with visual impairments in the process of curriculum development and formation, from the students’ point of view.