Impacto das estratégias de ensino e aprendizagem em alunos com deficiência visual: caso da Escola Secundária Solidariedade - Cidade de Maputo

Abstract

This research aimed to analyze the impact of teaching strategies implemented for visually impaired students at Solidariedade Secondary School in Maputo City. Using a qualitative approach, semi-structured interviews were conducted with students with and without visual impairments and teachers, allowing us to understand the pedagogical practices applied and their impact on the teaching-learning process. The results revealed that the teaching strategies used, such as individualized support, the use of oral descriptions, tactile materials, and participatory methodologies, have a direct and positive impact on the learning process of visually impaired students. These strategies were found to promote access to academic content, contributing to the development of skills such as memory, attention, and logical reasoning, which promote social integration in the classroom. However, the research also highlighted significant limitations that compromised the full effectiveness of these strategies, such as the lack of specialized teacher training, the scarcity of adapted teaching materials, and limited school infrastructure. These factors revealed that, although there are promising practices, the impact of these strategies depends heavily on institutional support and the promotion of an inclusive and collaborative culture.