O ensino de desenho arquitetônico e a inclusão do aluno cego na universidade

• Autor(a) principal: Fucks, Patrícia Marasca
• Data de Publicação: 2018
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFFS (Repositório Digital da UFFS)
• Texto Completo: https://rd.uffs.edu.br/handle/prefix/2189
• topic: Cegos; Deficiência visual; Ensino superior; Desenho arquitetônico; Educação; Ensino

The work aims at undestanding the professors’ didactic-pedagogical strategies and practices, in teaching of architectural drawing, for the inclusion of blind students in the Agronomy Bachelor’s Degree Course. The main question of the study refers to which didactic-pedagogical interventions the teacher should promote in the classroom aiming at the inclusion blind students in higher education. The paper approaches the reflections and the strategies to mediate the teaching of architectural drawing, also making possible its comprehension by the blind student, based on the learning situations, directed and organized by the teacher. This experience implied teacher reflection-action on their practice and the adoption of other strategies, materials and didactic-pedagogical resources adapted to the conditions required for teaching of blind students. The subsidies to substantiate the teaching practices and to deepen the understanding about the subject were obtained through dialogue with other teachers, seeking to know similar experiences; the provision of teacher training courses; the research to bibliographic sources and the consultation with specialized institutions. The success of the experience, resulting in student learning, is related to the dedication of the teacher to adapt the didactic-pedagogical materials and the tests, to being attentive and listening to the needs of the blind student, and also to develop practical activities outside the classroom, opportunizing them extraclass, in the Laboratory of Graphic Expression. This enabled making a good progress of the support activities carried out by monitoring. It can be concluded that only a set of strategies opens possibilities to overcome the difficulties of the teacher to face this issue. The achievement of inclusion in education points to teaching conditions that enable the fulfillment of learning demands, that may favor all students, including the blind student. The achievement of inclusion in education points to teaching conditions that enable the fulfillment of learning demands, which favor all students, including the blind student.