Deficiência visual e trabalho colaborativo no ensino de matemática: aproximações ao Desenho Universal para Aprendizagem

Abstract

The objective of this research is to describe and analyze the performance, pedagogical practices, and schooling processes of visually impaired students in mathematics education, according to the perception of special education teachers and mathematics teachers, as well as to identify the connections to the principles of Universal Design for Learning. The teaching of mathematics is often considered the most difficult and complex subject for students in general, and for visually impaired students, it is no different. One of the main ways to convey the content related to this curriculum component is through visual means, which further complicates the teaching and learning process for these students. It is worth noting that the teaching of mathematics for visually impaired students occurs under the same conditions as for students without visual impairments, but it is necessary to use special teaching resources, such as concrete materials, high relief graphical representations, and special computer resources. The research methodology used is collaborative research, which seeks to bridge academic knowledge and teaching practice, generating co-production of knowledge as well as teacher training. The research was conducted with four teachers, three of whom were mathematics teachers and one was a special education teacher at a state school in a municipality located in the southeastern region of the state of Goiás. Data collection was done through group interviews and questionnaires for participant identification, and the data were organized for analysis according to thematic categories. It is worth noting that the identified resources allow for the approach of content for the whole class, aligning with universal practices that assist in the quality of education for all, such as Universal Design for Learning (UDL), which constitutes a teaching strategy that promotes inclusion and enables universal educational practices within each classroom. UDL implies a change in the way educational practice is conceived, in how information is presented, and in the way students express their abilities and knowledge. The results demonstrate that collaborative actions between mathematics and special education teachers are scarce. Mathematics teachers predominantly use traditional teaching methods in their classes, neglecting to consider effective and efficient practices for teaching visually impaired students. It is also evident that the practices reported by the teachers were not specifically designed for visually impaired students. Therefore, the participating teachers showed openness to learn and improve classroom practices for the benefit of all students. Thus, further research, investments, dissemination, and teaching programs are suggested to expand UDL proposals and implement them in various areas of knowledge.