Caminhos da educação especial na perspectiva inclusiva: análise de recursos didáticos para o ensino de geometria em dissertações e teses na pós-graduação stricto sensu

Abstract

This research addresses teaching resources for Geometry in Special Education proposals from an Inclusive Perspective. As a general objective, we propose to investigate the contributions of dissertations and theses focused on teaching resources in Geometry in Special Education from an Inclusive Perspective. To this end, we defined as specific objectives (1) To conduct a survey of research found in the Brazilian Digital Library of Theses and Dissertations (BDTD) focused on teaching Geometry in Special Education; (2) To identify proposals for teaching Geometry using resources for students with disabilities in the research found; (3) To analyze the uses of these resources in the proposals, their potentialities, and their limitations for the teaching-learning process of Geometry in Special Education. We developed a bibliographic search based on scientific works found in the Brazilian Digital Library of Theses and Dissertations (BDTD), selecting works published from 2015 to 2024. Twenty-two works were identified, 18 dissertations and 4 theses. After reading and analysis, 10 dissertations were selected, whose resources and their uses for teaching were presented in the form of 10 inclusive teaching scenarios that comprised a primer as an educational product resulting from the research. As contributions of the research, we observed that, in general, the dissertations analyzed address various mathematical objects of plane and spatial geometry, presenting a diversity of teaching resources that vary in their function (manipulative material, instrument, support resource) in the teaching and learning process and in their accessibility (adapted, constructed from the perspective of universal design, and constructed with no specific audience). In assessing the potential and limitations of the resources, the research revealed the main specificities of students with sensory impairments, disorders such as Autism Spectrum Disorder (ASD), multiple disabilities, and intellectual disabilities, according to their needs in the classroom context and in individual work with the researcher. We noted how essential it is for the teacher to know their students and their needs. Based on the research, we realized how important and effective the use of manipulative teaching materials is. When well-chosen, they provide a path to inclusively promote the teaching and learning of geometry.