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Chemistry is a branch of science that studies matter and its properties. The guidelines for chemistry teaching emphasize that it should not be restricted to the transmission of knowledge. It has to make references to the  daily  life  of  students  in  order  to  facilitate  the  assimilation  of  content.  Representations  are  used  for  that purpose, such as microscopic teaching materials, graphics and experiments so that one can understand phenomena through color changing, precipitate formation, etc. These procedures are generally based on the visual perception of  students.  What  about  students  with  visual  impairment?  They  would  be  deprived  of  a  more  dynamic  and playful chemistry teaching? In this work we present a proposal to develop an alternative teaching material for bringing the content of chemistry in a winsome and engaging way for such students. From the adaptation of images, graphics and illustrations of chapter of a chemistry textbook, we show that it is possible for students to assimilate several scientific concepts, which at first could be taught only from the visual perception. We also provide a suggestion of educational sequence for the use of the developed material based on our experience with a group of 7 students with visual impairment.

Química além da visão: Uma proposta de material didático para ensinar química para deficientes visuais