Deficiência visual e aprendizagem matemática na educação básica: olhares a partir das pesquisas realizadas de 2010-2020

• Ano de defesa: 2021
• Autor(a) principal: Carvalho, Gabriela de Aguiar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Deficiência visual; Ensino de matemática; Educação básica
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/63689

Education is a right of all citizens, regardless of race, social condition, physical and/or cultural conditions. In this sense, mathematics as an area of knowledge of great importance for the subjects, becomes an essential learning to be developed in the school environment, with all students, with or without disabilities. This study aims to analyze in the researches involving mathematics and visual impairment in early childhood education and elementary school - initial years the contributions to the teaching and learning processes. In order to carry out this study, it was taken as theoretical basis the documents of the National Legislation, such as: Federal Constitution of 1988 (BRASIL, 1988); LDBEN (BRASIL, 1996), as well as the studies of Brandão (2006, 2010) and Magalhães (2015) about the teaching of mathematics to students with visual impairment. This research is presented as a bibliographic research, which, according to Gil (2008), is based on materials published by other authors. It was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the Special Education Journal, using three descriptors. For data analysis, Bardin's content analysis was used (2016). As a result, we identified 07 studies in the BDTD. On the other hand, no article was found in the Special Education Journal. From the analysis of the research, three categories were identified: a) Pedagogical Practices and Teaching Methodologies; b) Assistive Technologies, and finally; c) Creation of Ability Assessment Protocol. It was also evidenced the lack of research involving mathematics and visual impairment in early childhood education and elementary school - early years, as well as the need for research involving the context of regular school, in order to identify, or not, inclusion practices in mathematics classes. It also highlights the possibilities of assistive technologies for the development of students' learning, as well as the need for changes in teaching practices, in order to enable students' development in an autonomous and meaningful way. Therefore, it is emphasized the importance of further research that can expand the discussions and reflections on mathematics and visual impairment in early childhood education and elementary school - early years.