Uma contribuição ao ensino-aprendizagem de deficientes visuais

Abstract

In this work, we present a view of some scholars about the formation of knowledge over time. Such studies support a methodological basis for understanding that the synchronized gestures of a visually impaired person, together with speeches, have a communicative function. Practical activities with tactile objects stimulate the student, in addition to enhancing their understanding of the proposed activities. Briefly, we point out Braille as one of the resources for the literacy of the visually impaired. We also emphasize the need for qualification of the faculty in relation to the inclusion of the visually impaired and, therefore, we propose a training workshop for teaching the visually impaired. The work brings several alternatives for teaching materials to be worked with the visually impaired, in which we highlight low-cost materials that are easy to be produced. Based on the manipulative activities, we present the figured numbers "triangular and quadrangular"in an algebraic (linear recurrences) and geometric way (polygonal numbers). And we also reflected on inclusive education, based on large-scale assessments. Finally, we developed a didactic sequence aimed at the visually impaired, structured in the use of the concepts of figured numbers, with an emphasis on triangular and quadrangular numbers, and in the recursive description of the associated algebraic / geometric models. We try to experience situations of our students involved, seeking to achieve the inherent skills and abilities. And based on this didactic sequence, we created a monitoring tool for each activity, aiming to achieve the highest degree of cognition. We also created four workshops that would be complementary actions to the proposed activities.