Saberes teóricos e práticos no ensino de Matemática para pessoas com deficiência visual

Abstract

The present research had as study methodology the qualitative approach, through bibliographical research of scientific works, by enabling the constitution of a meta-analysis based on the contrast between independent investigations. In order to achieve this, the research analyzed the historical dimensions and the teaching of Mathematics in Brazil, the inclusion of people with disabilities in society and in education, the teaching procedures and practice, and continuing education. Diversity is present in our daily lives, but, in the past, there was prejudice against disabled people, which isolated and made many of them unable to gain space in society. This scenario has been modified with several discussions and struggles, especially through laws to ensure the rights of such individuals. In the education context, people with visual impairments have barriers to overcome due to the anxieties and uncertainties of being in a new environment and regarding the learning process, which leads schools to adapt the physical space and their community to welcome those students. Therefore, this research approaches the Mathematics teaching to visually impaired people with the necessary pedagogical, theoretical and practical knowledge. This subject question is: what theoretical and practical knowledge are required to be known by this subject teachers to they act more appropriately with those visually impaired students? Thus, the present investigation aimed to study, identify, analyze and describe the theoretical and practical knowledge that enable the teaching and learning of Mathematics by students with visual impairments at Elementary and High Schools. The carried out study leaded to perception that teachers need to understand practical and theoretical knowledge to act more appropriately with students with visual impairment, which is complex and involves professional, disciplinary, curricular and experience knowledge in the constant research of aspects related to their pedagogical practice, learning autonomy, mutual respect between student and teacher, professional commitment, and interaction between them. Teacher must know the inclusion context of people with visual impairment, the needs and difficulties of each one, besides studying and applying consistent methodologies of teaching and learning process, in the welcoming of the students, respecting their diversity, adopting mediated learning, and working together with the specialized educational service professional