Discurso matemático e aprendizagem de física por alunos com deficiência visual usuários do sistema Braille

Abstract

The approximation between Physics and Mathematics must be not only comprehended as a tool for the other, but on a higher level, playing a more pragmatic role, including its constitution as a discourse. We aimed to understand the specialty of Physics learning for visually impaired students who used Braille system regarding Physics and Mathematics. A mixed bibliographic and documental approach was applied, whose data was from literature review, Enem’s Physics exam from 2017 and Enem’s microdata. The results show that the relation of the appropriation of knowledge in the educational process both from Physics and Mathematics is mostly based on the premises of oral and visual systems. Some of the specificities are structural matters regarding the representation of Physics content in Braille, since the writing is linear in this code, differently from Portuguese, thus inducing a learning process which relies more on the syntactic dimension and less on the semantic one. This specificity makes learning more difficult for visually impaired students, especially the ones who use Braille system. However, the performance of this demographic on the resolution of problems, having a support of a reader, does not seem to have been jeopardized.