Desafios e estratégias na formação em ciências biológicas: relato de experiência de discente com deficiência visual.

Abstract

Education is a fundamental process for human development and for society, even more so when it requires inclusion, given the challenge of educating people with disabilities. This study aimed to report the academic experience of a visually impaired student during his Biological Sciences degree at the Cuité Campus of the Federal University of Campina Grande, highlighting the challenges, strategies, and inclusive practices he experienced. The qualitative, descriptive research was developed using the experience-reporting method, final reports from the extension project, as well as reports from the inclusive monitoring program, academic articles, and recordings of discussion groups. Data collection was based on documents, records, and the experiences of the student participating in the inclusive monitoring program, combining theory and practice. The results show that, despite legal and technological advances, structural, pedagogical, and attitudinal barriers persist in higher education, requiring greater investment in accessibility, teacher training, and adequate resources. The relevance of tools such as audio description, Braille, assistive technology, and Universal Design for Learning stands out in promoting the autonomy and retention of students with visual impairments. The conclusion is that inclusion in higher education requires not only compliance with legislation but also an institutional and collective commitment to building a democratic, accessible, and egalitarian educational environment that values diversity and ensures effective social participation.