Inclusão escolar para alunos com deficiência visual: estratégias didáticas acessíveis para o ensino de lugares geométricos.

Abstract

This research presents a strategy of teaching geometric places in a different way, aiming at the inclusion of students with visual impairment in the regular classroom. This is a qualitative research with exploratory approach for its development in intervention and data collection. The aim of this paper is to present a method that assists in mathematics classes allowing the inclusion, more precisely, it is presented a proposal for the teaching of different places based on (IVIC, I., 2010), (MAZZOTA, 2011) and (MANRIQUE; MARANHÃO; MOREIRA, 2016). The site of the research development is the Jorceli Silva Sestari State High School, in the state of Pará, where the student with special educational needs is properly enrolled and attending the middle school year. Data collection was performed through observation and interview to the teacher, the pedagogue, the monitor and the student with visual impairment through audios. Didactic material was made for use in the intervention that took place in the classroom with two sighted students and the visually impaired student of the class mentioned above due to the disruption of class interruption in the school. The results issued by the research agents were duly enhanced through the appropriation of the concepts exposed in the mathematics classes taught by the student using all the braille adapted material. The result shows that it is possible to affordably teach more abstract math content and further promote school inclusion.