Educação inclusiva e matemática: uma proposta de ensino para alunos com deficiência visual sobre conteúdos de geometria no 5º ano

Abstract

The following work has as main objective to describe a Didactic Sequence designed for a class of the 5th year of Elementary School that has student(s) with visual impairment. For this, a bibliographic survey was carried out that offered support as a reference for the construction of the Didactic Sequence. On the occasion, it is supposed to present the Braille System to the students, showing how it was developed, that it is not a separate language, but a representation of the traditional alphabet. In this way, students with disabilities will be able to include a little of their experience and knowledge in the classes, at the same time they will be included in the activities with the rest of the class, making the inclusion happen by both parties. The Braille System was created using a sequence of combinations, which is easily understood by students without visual impairments. Thus, an instrument that can contribute to the integration between students with and without disabilities. In this way, allowing an effectively inclusive work, making the disabled child feel part of the whole, since this is one of the biggest challenges for teachers in current practice. This is a qualitative research having as methodology the bibliographic reference that was support for the Didactic Sequence, seeking to help in the professional practice of teachers and also in the learning condition of students with or without visual impairment.