Do improviso às possibilidades de ensino: estudo de caso de uma professora de matemática no contexto da inclusão de estudantes cegos

• Ano de defesa: 2015
• Autor(a) principal: Marcelly, L [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Mathematics - Study and teaching; Matemática - Estudo e ensino; Educação inclusiva; Desenho universal; Cegos - Educação; Pratica de ensino
• Link de acesso: http://hdl.handle.net/11449/136763; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/09-03-2016/000858428.pdf

This qualitative research aims to explore possibilities of teaching mathematics for all, including blind students. Specifically, aims to investigate aspects proved as relevant to think about the teaching practice, in the context of inclusive education as advocated by Brazilian public policies. Therefore, a case study of the researcher own practice were conducted. The researcher worked as a mathematics teacher for ten years in the Brazilian public school system, in Sao Paulo state. The case consists in a presentation of the teacher, reporting three moments in her career. Firstly, stories about her first contact with a blind student in the context of inclusion; on the second moment, narratives about her experiences in an institution for people with disabilities, and the presentation of the case is ended with narratives of her recently own practice, after a few years of experience in inclusive schools. In this case study were highlighted aspects that had been proved as relevant to the teaching and learning practice in the context of inclusion, as follows: the construction and the use of manipulative materials for teaching and learning math; teachers training and working conditions in regular schools. These issues were discussed from the Brazilian legislation for inclusive education perspective, as well as literature on the educational use of manipulative material, universal design, assistive technology and teacher training. The results underscore the importance of using manipulative materials for teaching and learning mathematics, questioning the idea of adaptation, both didactical materials as curricula. The basis for this defense is to build didactical materials from the perspective of the universal design