Exploring colors beyond vision: promoting equity in education for students with visual impairments

Abstract

This study, a segment of a Master's research, discusses the outcomes of implementing a Didactic Sequence, utilizing the Universal Color Code and rooted in Children's Literature, aiming to present and discuss, beyond the visual aspect, primary and secondary colors to students with visual impairments. Encouraging discussions, reflections, and school activities involving the use of colors from the early years of education can enhance the understanding of the world, foster creativity, abstraction, and stimulate other senses, ultimately aiming at promoting equity within the school environment. Conversely, there are counterarguments suggesting that individuals with Visual Impairments do not need to learn about colors, which may lead to frustrations and, primarily, exclusion from educational processes. The activities were implemented in a fifth-grade class with blind and low vision students through qualitative research inspired by action research. As outcomes, the study aims to contribute to research literature, assist teachers and students in the teaching and learning process of colors, and promote equity in the classroom, taking into account the active participation of these students in teaching activities involving the use of colors.