Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Gonçalves, Paloma Miranda |
| Orientador(a): |
Reis, Haydéa Maria Marino de Sant’Anna |
| Banca de defesa: |
Reis, Haydéa Maria Marino de Sant’Anna,
Victer, Eline das Flores,
Lopes, Jurema Rosa,
Fernandes, Ediclea Mascarenhas,
Souza, Marcele Câmara de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade do Grande Rio
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Unigranrio::Ensino das Ciências
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://localhost:8080/tede/handle/tede/245
|
Resumo: |
From the analysis of academic papers in the field of Science Teaching focused studies on the teaching-learning process of students with visual impairments, the lack of research in this area to assist in teaching routine of regular school math teachers who work with students with visual impairments included. In order to contribute to the training of teachers, we decided to do this research on teaching Algebra, with the overall objective to investigate pedagogical praxis and the academic trajectory of a visually-impaired teacher who teaches Algebra in a course of Bachelor's degree in mathematics in order to understand how this teaching, through different alternatives routes, built and currently teaches this concept, starting from the sensory systems available. As support, the research presented a theoretical framework divided into two areas: the first dealt with the concepts of inclusive education, visual impairment and blindness, and regulations related to Special Education in Brazil. The second dealt with the concept of Algebra, the prerequisites for learning and the main characteristics of school Algebra. Regarding the methodological procedures adopted, we conducted a qualitative study, ethnographic nature. The research instruments were: open interview, document analysis and direct observation of Abstract Algebra classes taught by the subject of our study. In the interview, the questions addressed the issue of poor eyesight, his academic career, length of service in teaching and their pedagogical practice. The interview was held at the time and place of work of this teacher. The documents reviewed were all provided by himself and the University in which it operates, such as menus, disciplines, guidelines, tools and books used during class. The direct observation was performed during two months of an academic semester. The data observed in the field were recorded in a journal and the interview was recorded by himself researched for later transcription and analysis. The method of data interpretation followed the techniques employed for analysis of content. Among the findings conclude that the Professor, in his pedagogical practice, values the closeness and the constant dialogue with the students and encourages working in double involving reciprocity and solidarity and that the learning of Algebra is eased when it encourages reading and interpretation of the statements of the problems proposed. We conclude that such procedures used by the teacher are essential for educational environments with students included. Based on the results found in this study, we developed an audiobook containing indicators capable of contributing to teaching practice in Regular Basic Education, for students with visual disabilities in Inclusive Education. |
