Aspectos sobre o ensino de matemática e a inclusão de estudantes cegos: reflexões a partir de falas e práticas de professoras
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Data
2021-10-15
Autores
Pereira, Tiago
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A dissertação apresenta uma pesquisa que teve o objetivo de compreender aspectos do ensino e da inclusão de estudantes cegos em aulas de matemática, evidenciados a partir de falas e práticas de uma professora de matemática e uma professora da sala de recursos multifuncionais. Esta pesquisa seguiu uma abordagem metodológica qualitativa. Os dados foram produzidos por meio de dois métodos: entrevistas semiestruturadas com as professoras e observações participativas das aulas de matemática e do atendimento fornecido na sala de recursos multifuncionais. Para o registro, fizemos uso de gravações em áudio e diários de campo. O tratamento empregado para os dados considera uma seleção de sentenças importantes das entrevistas e, seguidamente, uma triangulação entre essas sentenças e o diário de campo, de modo a construir grupos de discussão sobre temas emergentes. Os resultados são apresentados em quatro grupos, são eles: a) Estratégias utilizadas pelas professoras rumo a um ensino inclusivo b) Materiais manipuláveis: a construção com estudantes e sua versatilidade c) Como se constituíram professoras com olhar atento às diferenças? d) Tecnologias digitais e tecnologias assistivas digitais em aulas com a presença de estudantes cegos. Dentre os resultados, para além das discussões realizadas em cada grupo sobre os aspectos, evidencia-se que a presença de estudantes cegos inclusos em salas regulares é uma fonte frutífera de insights sobre ensino e aprendizagem para todos os estudantes. Além disso, as estratégias pensadas para as aulas, a princípio decorrentes da presença de uma aluna cega, mostram-se, mais de uma vez, benéficas para todos os demais estudantes. Por fim, ressalta-se também a importância de se considerar a participação ativa de professores da Educação Básica como colaboradores no desenvolvimento de pesquisas acadêmicas.
This dissertation presents a research that aimed to understand aspects of teaching and inclusion of blind students in math classes, evidenced from the speeches and practices of a math teacher and a teacher in the multifunctional resources room. This research followed a qualitative methodological approach. Data were produced through two methods: semi-structured interviews with teachers and participatory observations of math classes and the service provided in the multifunctional resource room. For the record, we made use of audio recordings and field diaries. The treatment used for the data considers a selection of important sentences from the interviews and, subsequently, a triangulation between these sentences and the researcher's field diary, in order to build discussion groups on emerging themes. The results are presented in four groups: a) Strategies used by the teachers towards an inclusive education; b) Handleable materials: construction with students and their versatility; c) How were teachers constituted with an attentive look at differences?; d) Digital technologies and digital assistive technologies in classes with the presence of blind students. Among the results, in addition to the discussions held in each group about the aspects, it is evident that the presence of blind students included in regular classrooms is a fruitful source of insights about teaching and learning for all students. In addition, the strategies devised for the classes, initially resulting from the presence of a blind student, are shown, more than once, to be beneficial to all other students. Finally, the importance of considering the active participation of Basic Education teachers as collaborators in the development of academic research is also highlighted.
This dissertation presents a research that aimed to understand aspects of teaching and inclusion of blind students in math classes, evidenced from the speeches and practices of a math teacher and a teacher in the multifunctional resources room. This research followed a qualitative methodological approach. Data were produced through two methods: semi-structured interviews with teachers and participatory observations of math classes and the service provided in the multifunctional resource room. For the record, we made use of audio recordings and field diaries. The treatment used for the data considers a selection of important sentences from the interviews and, subsequently, a triangulation between these sentences and the researcher's field diary, in order to build discussion groups on emerging themes. The results are presented in four groups: a) Strategies used by the teachers towards an inclusive education; b) Handleable materials: construction with students and their versatility; c) How were teachers constituted with an attentive look at differences?; d) Digital technologies and digital assistive technologies in classes with the presence of blind students. Among the results, in addition to the discussions held in each group about the aspects, it is evident that the presence of blind students included in regular classrooms is a fruitful source of insights about teaching and learning for all students. In addition, the strategies devised for the classes, initially resulting from the presence of a blind student, are shown, more than once, to be beneficial to all other students. Finally, the importance of considering the active participation of Basic Education teachers as collaborators in the development of academic research is also highlighted.
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Palavras-chave
Aspectos do ensino, Estudantes cegos, Educação inclusiva, Teaching aspects, Inclusive education, Blind students