O processo de in/exclusão na licenciatura em Física: incursão nos caminhos trilhados pelo ambiente educacional e por um estudante cego em direção à (não) superação da deficiência visual
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Data
2020-09-03
Autores
Silva, Marcela Ribeiro da
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese analisa o processo de inclusão de um estudante cego na licenciatura em Física de uma universidade federal localizada no Sudeste brasileiro. Foi realizado um estudo retrospectivo que teve como propósito identificar e compreender os elementos que constituíram tal processo, mais especificamente: os caminhos trilhados por tal estudante e pelo ambiente educacional, delimitado aos seus colegas, monitor, docentes e coordenadores do curso e do núcleo de acessibilidade, no que concerne às suas crenças, atitudes, aos recursos didáticos, às metodologias e estratégias de ensino; as relações entre o ensino comum e os apoios específicos ofertados àquele estudante, e suas implicações para o seu processo de inclusão no curso. As teorias histórico-cultural e do modelo social da deficiência fundamentaram a interpretação da situação investigada. Participaram da pesquisa: um estudante com cegueira adquirida egresso da licenciatura em Física; cinco de seus docentes, sendo um docente e uma docente, respectivamente, os coordenadores daquele curso e do núcleo de acessibilidade; dois de seus colegas, sendo que um deles foi seu monitor. Os dados foram constituídos por entrevistas individuais com os participantes, cuja análise foi orientada pela Análise Textual Discursiva, e por documentos oficiais da Universidade e do curso, que, conquanto não tenham sido analisados de modo sistemático, contribuíram para a descrição e interpretação sobre a situação investigada. Os resultados indicam que ocorreu mais a promoção do acesso do estudante cego à linguagem matemática e a elementos gráficos que aos aparatos experimentais utilizados nas aulas de laboratório de Física, tendo sido relatada uma única situação em que foi produzido e utilizado um aparato experimental sob a perspectiva inclusiva. Foram realizadas/produzidos(as): adequações em instrumentos e estratégias de avaliação; gravações de áudio, pelos colegas, de trechos dos livros-texto; materiais com equações escritas por extenso em Língua Portuguesa e na linguagem LaTeX associada ao software ledor de tela. A descrição/leitura oral foi a principal estratégia adotada para possibilitar ao estudante cego o acesso à linguagem matemática e a elementos gráficos. A monitoria de pares possibilitou-o estabelecer canais comunicacionais com seus pares videntes, atuar como parceiro mais capaz e, no contexto das disciplinas de Física e Matemática, promoveu o seu acesso à linguagem matemática, porém não proporcionou a autonomia na leitura e escrita, bem como a independência nas atividades de estudo. Os entrevistados tiveram uma atitude de corresponsabilidade no processo de inclusão do estudante cego e suas ações foram balizadas por dificuldades na realização de: um trabalho pedagógico colaborativo; descrições orais de modo improvisado; atividades comuns a cegos e videntes; adequação das disciplinas/conteúdos curriculares considerando a relação entre as especificidades do graduando cego e o perfil do profissional egresso. Defende-se que um graduando cego em Física não será um profissional menos capaz que um vidente. É precípuo, para tanto, desmantelar a noção de autonomia e independência assente no padrão da cultura hegemônica vidente e compreender que a inclusão não deve ficar restrita ao contexto educacional.
This thesis analyzes the process of including a blind student in the undergraduate teacher education program in Physics at the federal university located in southeastern Brazil. A retrospective study was carried out with the purpose of identifying and understanding the elements that constituted that process, more specifically: the paths taken by this student and the educational environment, which was delimited to his colleagues, tutor, professors, course and accessibility center coordinators regarding their beliefs, attitudes, didactic resources, teaching methodologies and strategies; the relationship between common education and the specific support offered to that student, and its implications for his inclusion process in the course. The historical-cultural theory and the social model of disability supported the interpretation of the situation investigated. The participants of this research were as follows: a student with acquired blindness from the undergraduate teacher education program in Physics; five of his professors, among which, the coordinators of the undergraduate course and the accessibility center, respectively; two of his colleagues, including his tutor. The data consisted of individual interviews with the participants, whose analysis was guided by the Discursive Textual Analysis, and official University and course documents, which, although not systematically analyzed, contributed to the description and interpretation of the situation investigated. The results indicate that there was more promotion of blind student's access to mathematical language and graphic elements than in regarding his access to the experiments used in Physics laboratory classes, having been reported a unique situation in which an experimental apparatus was produced and used under an inclusive perspective. Were realized/produced: adjustments in assessment instruments and strategies; audio recordings, by colleagues, of excerpts from textbooks; materials with equations written in full in Portuguese and in the LaTeX language associated with the screen reader software. The oral description/reading was the main strategy adopted to enable the blind student access to mathematical language and graphics elements. The peer tutoring enabled him to establish communication channels with his sighted peers, to act as a more capable partner and, in the context of the disciplines of Physics and Mathematics, promoted his access to the mathematical language, but did not provide autonomy in reading and writing, as well as independence in study activities. The interviewees had an attitude of co-responsibility in the inclusion process of the blind student and their actions were marked by difficulties in carrying out: collaborative pedagogical work; improvised oral descriptions; common activities to blind and sighted students; adequacy of subjects/curriculum content considering the relationship between the blind student specificities and his professional profile. It is argued that a blind Physics major will not be a less capable professional than a sighted professional. For this to happen, it is necessary to dismantle the notion of autonomy and independence based on the pattern of the seer hegemonic culture and understand that inclusion should not be restricted to the educational context.
This thesis analyzes the process of including a blind student in the undergraduate teacher education program in Physics at the federal university located in southeastern Brazil. A retrospective study was carried out with the purpose of identifying and understanding the elements that constituted that process, more specifically: the paths taken by this student and the educational environment, which was delimited to his colleagues, tutor, professors, course and accessibility center coordinators regarding their beliefs, attitudes, didactic resources, teaching methodologies and strategies; the relationship between common education and the specific support offered to that student, and its implications for his inclusion process in the course. The historical-cultural theory and the social model of disability supported the interpretation of the situation investigated. The participants of this research were as follows: a student with acquired blindness from the undergraduate teacher education program in Physics; five of his professors, among which, the coordinators of the undergraduate course and the accessibility center, respectively; two of his colleagues, including his tutor. The data consisted of individual interviews with the participants, whose analysis was guided by the Discursive Textual Analysis, and official University and course documents, which, although not systematically analyzed, contributed to the description and interpretation of the situation investigated. The results indicate that there was more promotion of blind student's access to mathematical language and graphic elements than in regarding his access to the experiments used in Physics laboratory classes, having been reported a unique situation in which an experimental apparatus was produced and used under an inclusive perspective. Were realized/produced: adjustments in assessment instruments and strategies; audio recordings, by colleagues, of excerpts from textbooks; materials with equations written in full in Portuguese and in the LaTeX language associated with the screen reader software. The oral description/reading was the main strategy adopted to enable the blind student access to mathematical language and graphics elements. The peer tutoring enabled him to establish communication channels with his sighted peers, to act as a more capable partner and, in the context of the disciplines of Physics and Mathematics, promoted his access to the mathematical language, but did not provide autonomy in reading and writing, as well as independence in study activities. The interviewees had an attitude of co-responsibility in the inclusion process of the blind student and their actions were marked by difficulties in carrying out: collaborative pedagogical work; improvised oral descriptions; common activities to blind and sighted students; adequacy of subjects/curriculum content considering the relationship between the blind student specificities and his professional profile. It is argued that a blind Physics major will not be a less capable professional than a sighted professional. For this to happen, it is necessary to dismantle the notion of autonomy and independence based on the pattern of the seer hegemonic culture and understand that inclusion should not be restricted to the educational context.
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Palavras-chave
Ensino de Física, Graduação em Física, Deficiência visual, Educação inclusiva, Educação Especial, Physics teaching, Physics degrees, Visual impairment, Inclusive education, Special education