What do future Physics teachers think about the inclusion of visually impaires students? Interpretations from the discursive textual analysis

Abstract

This article presents an investigation with Physics undergraduates from a University in the Western region of Paraná. The investigation aims to interpret and reflect on the participants' perceptions related to the inclusion of visually impaired students. As a phenomenological question, the query formulated is: what does the School Inclusion of students with visual impairment mean for Physics undergraduates? The data collection occurred with Google Forms. Future teachers were invited through social media; four undergraduate physics students participated. The corpus was analyzed using the methodology of Discursive Textual Analysis - DTA. The results indicate that, for the effectiveness of inclusion, it is necessary to raise awareness; the participants emphasize that it is possible to promote it even with more abstract content, such as Physics. Inclusion is part of being a teacher; the undergraduates highlight different definitions of school inclusion of students with visual impairment.