O ensino do desenho e suas não visualidades: desafios e avanços na produção docente de materiais acessíveis em escolas do Rio de Janeiro

Abstract

Based on the legal principles that guarantee an inclusive education as everyone's individual right and responsibility of the schools and education professionals, this qualitative study seeks to understand how accessible has been the Geometric Design's curriculum for students with visual impairments who are enrolled in elementary schools located in Rio de Janeiro. In that sense, a revision of legislation, semi-structured interviews and materials provided by contacted teachers are used to analyze the multiple variables envolved during the teacher's production of accessible materials and its reception by their students and tutors. As final considerations, the data collected by these three sources are cross-compared in order to explain some of the reasons behind the obstacles and the advances that have been made towards the accessibility of the Design learning. The production of an accessible material as a suggestion for future works and the contribution to aspects that haven't been yet fully explored is based on the investigation mentioned above.