Aprendizagens e ensinagens da matemática com estudantes cegos do ensino fundamental

Abstract

The aim of this research is to investigate how the process of learning and teaching mathematics takes place in a dialogical relationship with blind students, considering the challenges of inclusion, accessibility, teaching resources and teacher mediation strategies. In order to meet this objective, the research was conducted using a qualitative, interpretative, exploratory, intuitive and descriptive approach, based on the methodological assumptions of content analysis (Bardin). The research involves two children, aged between 8 and 9, who have congenital or acquired blindness, with little or no visual memory. These children are enrolled in municipal schools in Cuiabá and are assisted by the Institute for the Blind of the State of Mato Grosso (ICEMAT). The researcher, who also teaches these children at the institution, played the role of active participant in the investigation. The theoretical framework is anchored in authors such as Vygotsky, Paulo Freire, Wallon, Montessori, Vasconcelos, Ausubel and Bruner, as well as integrating contributions from neuroscience, articulating solid theoretical bases with pedagogical practices to promote inclusive and meaningful teaching and learning. The research is based on the following question: how does the process of learning and teaching mathematics take place, considering the perspective of the dialogic relationship with blind students? To contextualize the problem, the study explores aspects of the history of special education, with emphasis on the trajectory of the rights of people with disabilities in Brazil and the legal frameworks that support inclusive education. It also discusses how mathematics learning develops, highlighting the specificities and challenges faced in the absence of visual acuity. The results highlight the importance of the teacher's role as a mediator in the educational process of blind students, emphasizing the importance of pedagogical practices that integrate accessibility, diversity of stimuli and inclusive strategies. The study points out that the mathematical learning process for blind students can be effective when supported by pedagogical practices that value alternative senses to sight, such as touch and hearing, associated with accessible materials. The dialogical relationship established between teacher and student was identified as essential, as it allowed for the construction of shared and meaningful strategies. In addition, the importance of an inclusive educational environment that considers not only material adaptations, but also the strengthening of human relationships and overcoming attitudinal barriers is highlighted. The analysis also reveals that the affective bond and empathy of the teacher-researcher were crucial in fostering the students' motivation and self-esteem, highlighting the impact of the relationship between teacher and student in the context of learning and teaching mathematics. By integrating theoretical knowledge with pedagogical practice, the study highlights the need for greater investment in teacher training, especially with regard to inclusion in mathematics teaching. Audio description and the dialogical relationship throughout the process emerged as a powerful tool for democratizing knowledge and promoting inclusive interactions, contributing to interpersonal relationships, access to knowledge, infrastructure and the educational environment.