Educação inclusiva: um olhar reflexivo sobre o ensino de matemática para alunos com deficiência visual

Abstract

The present research work had as main theme the teaching of Mathematics for students with visual impairment and its main objective was to diagnose and analyze the difficulties faced by teachers in this process, in the regular school, considering the perspective of Inclusive Education. The study is a qualitative research, with field study, with the production and collection of data occurred through the application of a questionnaire; observation and records in a field diary, considering what revealed to be significant and guiding elements for the study. Four teachers from a public school in the city of João Pessoa, capital of Paraíba, participated in the study. They teach in the final four years of elementary school. The mathematics teachers who collaborated in our research stated that they did not have adequate knowledge to teach mathematics classes to visually impaired students, and did not have access to guidance aimed at working with these students either in initial training or in continuing education courses. They also stated that they did not have technical-pedagogical support that could contribute to the construction of an inclusive practice, despite the school having a Resource Room and a professional hired to coordinate it. The teachers highlighted the challenge they face in dealing with the demands of attending students with visual impairments and other types of disabilities, who are enrolled in the schools of the network, without them being properly prepared for a truly inclusive action.