A Pessoa com Deficiência Visual e o Processo de Aprendizagem em Matemática: Caminhos e Descaminhos

Abstract

The present study aimed to understand how the process of learning mathematical contents of people with visual impairment, who completed high school, in the city of Palmas / Tocantins, as well as learning about the concepts of visual impairment and aspects about blindness, mathematical learning; identify resources made available for the development of mathematical content learning for the visually impaired; and describe the process of learning mathematical contents. For the development of this work, studies were carried out on the historical course of special education in Brazil, the person with visual impairment, accessibility and the laws of protection, the learning process and resources used in mathematics teaching, the historical teaching of mathematics and their respective contents of high school, being these guided by the Historical-Cultural theory. Such conceptions are supported, mainly, in the ideas of Vygotsky, Martins and Libâneo. The methodological construction was guided by the qualitative approach, and the data that instituted the research were obtained through bibliographical and documentary studies and field research. Data collection took place through computer annotations, semi-structured interviews, which were recorded, with guiding questions that were complemented by questions open to interviewees. The interviews took place in different places, chosen by the research subjects themselves, in the municipality of Palmas / TO. The subjects of the investigation were three visually impaired people who had finished high school. The data analysis indicates that the mathematical contents are present in the social space, school and family, driven by human needs. In this context, mathematics is a historical and cultural construction. The research also brought the voice of people with disabilities and their analysis of the process of mathematical learning during high school, reveal challenges along the way, but also highlight the importance of continuing to learn and developing mathematical content as a right of citizenship.