Saberes docentes de professores de Matemática do Ensino Fundamental e Médio em uma abordagem inclusiva de alunos deficientes visuais: Realidades e possibilidades

Abstract

From a lived reality in society and in schools in the sense of inclusion, where the segregation, in a camouflaged way, still is put in practice up today, our research work is an investigative qualitative research and looks the teaching process in a visually impaired student environment on the school education. In this way, we carried out our research by taking six Mathematics teachers who have visually impaired students in their classes as subjects, also were subjects the President of the Visually Impaired Institute in Campina Grande, the School caregiver and the teacher of the AEE class. We aimed to identify the Mathematics teacher conceptions on inclusion, on the use of manipulated material in their classroom, as the mobilized teacher knowledges by these teachers in an inclusive practice. About the other subjects, we seek to understand their roles in the teaching process, specifically their responsibility, also identifying the responsibility of the Visually Impaired Institute with the School. For that, we have the research question: How the Mathematics mobilized teacher knowledges of the E.E.E.F.M Senador Argemiro de Figueiredo are done and which are they? As data collection instruments, we carried out questionnaires, dissertation, interview, didactical propose application, field notes and audio taping, for identifying the teachers conception on the Visually Impaired students inclusion process in regular public schools. The choice of this School was for the large number of visually impaired students registered in the School, total of 23 and 20 active. Such students are between the 6º year Middle Level and 2º High Level, having six Mathematics teachers involved in this environment, as also the School caregiver and the teacher of the AEE class. The School has a link with the Visually Impaired Institute, from where we had initial information about the School itself. The didactical propose elaboration was done from studies by the team linked to a collaborative larger project, CAPES/OBEDUCUFMS/UEPB/UFAL. We make part of this network project, in the UEPB, composed by four teams with distinct focus, being our team intuited Visually Impaired and Mathematics Education, constituted by a researcher, a master student researcher, two School Mathematics teachers and two student Mathematics teachers. Within our research results, we ponted out the lack of teachers preparation, the School structured and the time that the teachers have to planned their classes. We also identified, for many times, that the Mathematics teachers do not fell capable to evaluate their visually impaired students, and they believe this is the obligation of the School caregiver, or the teacher who gives support to the Visually Impaired students. Moreover, we noted that the idea of inclusion by some teachers is contradictory, as they believe that with specific classes would be more productive for the special students learning. In a more specific way, on the teachers knowledges, we identified that the established mobilization is not satisfactory, as there are many lacks on the teachers knowledge, among them, the knowledge of using Braille and the knowledge of manipulating materials.