Abstract
The aim of this paper is to present an educational proposal with didactic and pedagogical orientations, to the Science Education for people with visual impairments. Then, we use as the main reference, Gerard Vergnaud theory of Conceptual Fields, joining with a translational focus, applying empirical results of Cognitive Neuroscience. Within this, we highlight the role of educational activities related to 'multi-sensorial scientific literacy’, focusing on the linguistic triad: read, interpretation and textual representation. We hope this perspective, become in the future an important component of guidelines for composing a ‘semiotic protocol’ for Science Education. Realizing too, epistemological peculiarities, pedagogic and didactic specificities in this area, and, revealing such properties on the cognitive constructs, for science and technology education.
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