O ensino do Soroban na escolarização de estudantes com deficiência visual: analisando uma experiência de formação na Universidade Federal da Paraíba

Abstract

This thesis investigates the role of the Soroban in the initial training of teachers, with a focus on teaching mathematics to visually impaired students. The study is based on the premise that the Brazilian Inclusion Law for Persons with Disabilities (Law No. 13.146/2015) guarantees the right to inclusive education while also highlighting the lack of accessible teaching resources in teacher training. Using a qualitative and exploratory approach, the research employed a literature review and analyzed the perceptions of future Pedagogy teachers who participated in a mini-course on the use of the Soroban. The results indicate that the specialized training transformed the participants' understanding, as they evolved from a generic perception to a more in-depth and technical view of the instrument's functionality. The analysis shows that the Soroban is not just a calculation tool but a resource that promotes autonomy and empowerment, allowing visually impaired students to perform mathematical operations tactilely and independently. The study concludes that incorporating the Soroban into initial teacher training is fundamental for building a more equitable and effective education system.