Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10421 |
Resumo: | The purpose of this paper was to investigate the potentialities and limitations of a teaching intervention, structured on the basis of making materials to be handled by visually impaired students, aiming at the construction of Pythagorean Theorem concept, systematization and learning. The chosen theme is part of Geometry field which has strong association with visual experiences, and from the hypothesis that this public is able to appropriate notions related to this concept as well as the sighted, providing their access by other senses, considering their specificities and adaptations. This study proposed to answer the question: "What are the potentialities and limitations of a structured teaching intervention from tactile materials related to Pythagorean Theorem, for the first grade students with visual impairment?" And to answer it, a qualitative research was carried out through a case study, with two congenital blind pupils of public schools in Itapevi and Barueri, both in São Paulo. The students passed by the interventions which consisted on the application of seven activities using a representative depictions of polygons and specific instruments to measure and compare angles. The theoretical basis of this research was the study of Vygotsky's conceptions of the development of higher psychological functions through the observation of information transit (the thoughts) at the zone of proximal development of an individual. An overview of Brazilian legislation on inclusive education that theoretically approaches disabled people education, especially visual sensory, was also part of the elements that underpinned this study. The results showed that a mediation action of an experienced person aided with the manipulation of materials and structured activities within each students specificities, made possible the acquisition and development of knowledge related to Geometry by the students, to construct the concept of the Pythagorean Theorem. The curricular adaptation has contributed to an inclusion in which teaching and learning process prevails. |
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Luiz, Nasael MartinsPires, Rogério Fernandohttp://lattes.cnpq.br/2795801064535157http://lattes.cnpq.br/9378110405964744a54a564b-e9b1-45df-bee1-5dd4072a43f42018-09-03T12:37:01Z2018-09-03T12:37:01Z2018-08-06LUIZ, Nasael Martins. Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais. 2018. Dissertação (Mestrado em Ensino de Ciências Exatas) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10421.https://repositorio.ufscar.br/handle/ufscar/10421The purpose of this paper was to investigate the potentialities and limitations of a teaching intervention, structured on the basis of making materials to be handled by visually impaired students, aiming at the construction of Pythagorean Theorem concept, systematization and learning. The chosen theme is part of Geometry field which has strong association with visual experiences, and from the hypothesis that this public is able to appropriate notions related to this concept as well as the sighted, providing their access by other senses, considering their specificities and adaptations. This study proposed to answer the question: "What are the potentialities and limitations of a structured teaching intervention from tactile materials related to Pythagorean Theorem, for the first grade students with visual impairment?" And to answer it, a qualitative research was carried out through a case study, with two congenital blind pupils of public schools in Itapevi and Barueri, both in São Paulo. The students passed by the interventions which consisted on the application of seven activities using a representative depictions of polygons and specific instruments to measure and compare angles. The theoretical basis of this research was the study of Vygotsky's conceptions of the development of higher psychological functions through the observation of information transit (the thoughts) at the zone of proximal development of an individual. An overview of Brazilian legislation on inclusive education that theoretically approaches disabled people education, especially visual sensory, was also part of the elements that underpinned this study. The results showed that a mediation action of an experienced person aided with the manipulation of materials and structured activities within each students specificities, made possible the acquisition and development of knowledge related to Geometry by the students, to construct the concept of the Pythagorean Theorem. The curricular adaptation has contributed to an inclusion in which teaching and learning process prevails.O presente trabalho teve por objetivo realizar a investigação das potencialidades e limitações de uma intervenção de ensino estruturada a partir da confecção de materiais para manipulação de alunos deficientes visuais visando a construção do conceito, sistematização e o aprendizado do Teorema de Pitágoras. O tema escolhido situa-se no campo da Geometria que tem fortes associações com experiências visuais e partimos da hipótese de que esse público tem condições de se apropriar de noções ligadas a esse conceito assim como os videntes, desde que seu acesso seja viabilizado por outros sentidos levando em conta suas especificidades e adaptações. O estudo propôs responder a questão: “Quais as potencialidades e limitações de uma intervenção de ensino estruturada a partir de materiais táteis sobre o Teorema de Pitágoras para alunos do 1° ano do Ensino Médio com deficiência visual?” e para respondê-la, foi realizada uma pesquisa de natureza qualitativa por meio de um estudo de caso, com duas alunas cegas congênitas de escolas públicas (municipal e estadual) situadas nos municípios de Itapevi - SP e Barueri – SP. As alunas passaram pelas intervenções que consistiram na aplicação de sete atividades utilizando figuras representativas de polígonos e de instrumentos adaptados para medição e comparação de ângulos. A fundamentação teórica da pesquisa contou com o estudo das concepções de Vygotsky sobre o desenvolvimento das funções psicológicas superiores por meio da observação do trânsito das informações (pensamentos) pela zona de desenvolvimento proximal do indivíduo. Um panorama sobre a legislação brasileira sobre a educação inclusiva que aborda teoricamente a educação de pessoas com deficiência, em especial, o sensório visual, também fez parte dos elementos que alicerçaram nossa pesquisa. Os resultados mostraram que ação mediadora de uma pessoa com mais experiência agregado à manipulação de materiais e a atividades estruturadas dentro de cada especificidade dos discentes possibilitaram a aquisição e o desenvolvimento de saberes ligados à Geometria pelas alunas para a construção do conceito do Teorema de Pitágoras. A adaptação curricular contribuiu para uma inclusão que prima pelo processo de ensino e de aprendizagem.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Ensino de Ciências Exatas - PPGECEUFSCarDeficiência visualEducação especialMateriais manipuláveisTeorema de PitágorasVisual impairmentPythagorean TheoremSpecial educationManipulative materialsCIENCIAS EXATAS E DA TERRA::MATEMATICACIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTeorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline6006000ac9323e-9ee1-4e50-989e-ebde9b84e20cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/10421/3/license.txtae0398b6f8b235e40ad82cba6c50031dMD53ORIGINALDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdfDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdfapplication/pdf2895093https://repositorio.ufscar.br/bitstream/ufscar/10421/1/Dissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf9590c16d2a8040bbf6f55cd6540d7889MD51TEXTDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.txtDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.txtExtracted texttext/plain367527https://repositorio.ufscar.br/bitstream/ufscar/10421/4/Dissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.txte1de17852e3f36ee658890a36de2391dMD54THUMBNAILDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.jpgDissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.jpgIM Thumbnailimage/jpeg7019https://repositorio.ufscar.br/bitstream/ufscar/10421/5/Dissertacao_NasaelMartinsLuiz_PPGECE_versao_final.pdf.jpg2d7e09e2f4ab193325005c8b1f6ff4c4MD55ufscar/104212023-09-18 18:31:16.553oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:16Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
title |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
spellingShingle |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais Luiz, Nasael Martins Deficiência visual Educação especial Materiais manipuláveis Teorema de Pitágoras Visual impairment Pythagorean Theorem Special education Manipulative materials CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
title_full |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
title_fullStr |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
title_full_unstemmed |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
title_sort |
Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais |
author |
Luiz, Nasael Martins |
author_facet |
Luiz, Nasael Martins |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9378110405964744 |
dc.contributor.author.fl_str_mv |
Luiz, Nasael Martins |
dc.contributor.advisor1.fl_str_mv |
Pires, Rogério Fernando |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2795801064535157 |
dc.contributor.authorID.fl_str_mv |
a54a564b-e9b1-45df-bee1-5dd4072a43f4 |
contributor_str_mv |
Pires, Rogério Fernando |
dc.subject.por.fl_str_mv |
Deficiência visual Educação especial Materiais manipuláveis Teorema de Pitágoras |
topic |
Deficiência visual Educação especial Materiais manipuláveis Teorema de Pitágoras Visual impairment Pythagorean Theorem Special education Manipulative materials CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Visual impairment Pythagorean Theorem Special education Manipulative materials |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The purpose of this paper was to investigate the potentialities and limitations of a teaching intervention, structured on the basis of making materials to be handled by visually impaired students, aiming at the construction of Pythagorean Theorem concept, systematization and learning. The chosen theme is part of Geometry field which has strong association with visual experiences, and from the hypothesis that this public is able to appropriate notions related to this concept as well as the sighted, providing their access by other senses, considering their specificities and adaptations. This study proposed to answer the question: "What are the potentialities and limitations of a structured teaching intervention from tactile materials related to Pythagorean Theorem, for the first grade students with visual impairment?" And to answer it, a qualitative research was carried out through a case study, with two congenital blind pupils of public schools in Itapevi and Barueri, both in São Paulo. The students passed by the interventions which consisted on the application of seven activities using a representative depictions of polygons and specific instruments to measure and compare angles. The theoretical basis of this research was the study of Vygotsky's conceptions of the development of higher psychological functions through the observation of information transit (the thoughts) at the zone of proximal development of an individual. An overview of Brazilian legislation on inclusive education that theoretically approaches disabled people education, especially visual sensory, was also part of the elements that underpinned this study. The results showed that a mediation action of an experienced person aided with the manipulation of materials and structured activities within each students specificities, made possible the acquisition and development of knowledge related to Geometry by the students, to construct the concept of the Pythagorean Theorem. The curricular adaptation has contributed to an inclusion in which teaching and learning process prevails. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-03T12:37:01Z |
dc.date.available.fl_str_mv |
2018-09-03T12:37:01Z |
dc.date.issued.fl_str_mv |
2018-08-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LUIZ, Nasael Martins. Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais. 2018. Dissertação (Mestrado em Ensino de Ciências Exatas) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10421. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10421 |
identifier_str_mv |
LUIZ, Nasael Martins. Teorema de Pitágoras: uma proposta de ensino e aprendizagem para alunos deficientes visuais. 2018. Dissertação (Mestrado em Ensino de Ciências Exatas) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10421. |
url |
https://repositorio.ufscar.br/handle/ufscar/10421 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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