Teaching learning of students with visual disabilities: inclusive proposal through Geometry

• Autor(a) principal: Franzin, Rozelaine Fatima
• Data de Publicação: 2021
• Outros Autores: Melke, Caroline
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2884
• topic: Deficiência Visual; Geometria; Inclusão; Proposta Pedagógica; Visual Impairment; Geometry; Inclusion; Pedagogical Proposal; Deficiencia Visual; Geometría; Inclusión; Propuesta Pedagógica

This study addresses a problem that many teachers of the Regular Schools of Basic Education face with students who have partial or total blindness inserted in the Public Municipal and State Network of the Municipality of Santo Ângelo/RS. The main objective is to propose pedagogical practice for mathematics teachers with inclusive materials for teaching geometry. The methodology is normative and interventionist, and the research was conducted in two state public schools where the mapping of visually impaired students who attended them was carried out. A questionnaire with closed questions regarding the use and availability of pedagogical resources was applied to teachers participating in the research and as a result of the suggestions presented, activities were developed with inclusive materials involving geometry. The use of tactile didactic resources allows the visually impaired student to have contact with different shapes and thicknesses of materials, allowing the process of abstraction of the concepts addressed to enable the promotion of learning. The proposal approaches the need presented by teachers and makes it possible to add it to good pedagogical practices. The study contributes to improving the learning of blind students and strengthens the dialogue between the academic community and the various actors involved in the educational process.