Navegando por Assunto "Visual impairment"

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Concepções e práticas pedagógicas acerca da construção do número voltados para a educação de alunos com deficiência visual
(Universidade Federal do Pará, 2019-10-30) SILVA, Ana Mara Coelho da; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This study aimed to investigate the conceptions and pedagogical practices concerning the construction of the notion of number implemented by teaches of the Pedagogical Intervention sector of a polo institution, which serves students with visual impairment. To support the investigation of this problem, we support the notes of Piaget epistemological approach. The research is part of the qualitative research, in the action research modality, developed with seven participants, including two teachers directly involved in the work of the Pedagogical Intervention sector, and five students with visual impairment, attending this learning environment. The research consisted of an observation phase of the activities developed within the teaching of mathematics and specifically related to the object of this research, the numbers, with a duration of three months; semi-structured interviews directed to the teachers and legal guardians of the students selected for this study, in order to understand how mathematical teaching and learning relationships were implemented and maintained within the Specialized Educational Unit (UEES) and in the regular educational context. Then, problem situations were selected and elaborated, which Piaget and Szeminska (1975) propose as primordial for the student to construct the notion of number. The results showed that the lack of teacher training has contributed to mistaken educational practices based on empiricism, without the proper foundation of a theoretical approach. In addition to a teaching centered on memorization and repetition, in which the student learns when exercising certain skills, such as counting numbers, with little daily applicability and that does not allow the student to feel part of the learning process. Likewise, we realize that there is a fragmentation, discontinuity and decontextualization of the work carried out between the various sectors of (UEES) and of these with regular education. Through the activities implemented with the students, it was possible to realize that there is a need for a pedagogical action, with didactic-pedagogical planning, which enables the student to develop mathematical logical reasoning actively.
Acesso aberto (Open Access)
Ensino e práticas pedagógicas em Geografia para pessoas com deficiência visual na EAUFPA
(Universidade Federal do Pará, 2025-04-15) AVIZ, Anderson da Silva; MAGALHÃES, Benedita Alcidema Coelho dos Santos; http://lattes.cnpq.br/7484794171047694; https://orcid.org/0000-0001-7536-5184
This research, through the case study method, sought to analyze how the inclusive pedagogical practices adopted by Geography teachers at the UFPA School of Application materialize, focusing on the education of students with visual impairment (DV). Adopting historical-dialectical materialism as a methodological framework, the study analyzes the contradictions present in the process of school inclusion. Of a qualitative nature, the research used as sources the bibliographic review, documentary analysis and interviews with professors and coordinators of the institution. The results indicate advances in the school, through student services and the construction of dialogues between teachers and coordinators, driven by the Coordination of Inclusive Education and the Curriculum Accessibility Laboratory (LACEB). However, challenges persist, such as architectural barriers, difficulties in teacher training and the lack of alignment between educational policies and school pedagogical practices. The dialectical analysis reveals that inclusion is crossed by structural and social tensions, evidencing the need for greater articulation between theory and practice, both in the teaching of Geography and in the reality of the school in general. Thus, the research contributes to the debate on the effectiveness of inclusion policies and highlights the importance of teacher training to ensure accessible geographic education and the right to education for all students.
Acesso aberto (Open Access)
A leitura tátil e os efeitos da desbrailização em aulas de matemática
(Universidade Federal do Pará, 2016-03-23) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study address the use of means of the Braille code in order to make the visually impaired student get hold of mathematical structures with a view to using math elements, from math in Braille in public school in the city of Belém / Pará, with the motivating question: what the consequences of the effects of desbrailização in math lessons to a blind student elementary school, being to objective of the research, analyzing the effects of Desbrailização school math classes to a blind student included in teaching regular. In this sense habitat, the visually impaired students need to analyze, at all times, information reaching them in order to make decisions that may be more convenient and adjusted with the teacher mediations, interacting with the student more effectively and thus make that tasks take another direction. Methodologically, instruments such as interviews, footage, depositions, class accompaniments in no regular educational environment were necessary for the purpose of the study was developed in the research perspective with qualitative approach. Also semi- structured interviews were part of the data collection framework. In this study, we saw that, to stimulate the process of teaching and learning, there was the need to establish more consistent strategies in order to attract more students, preferably exploring as much as possible, tactile perception, and in this case was created one educational product adapted to substantiate the study of angles, encouraging the writing and reading Braille. The results showed the lack of preparation of materials in Braille for visually impaired students resulting in episodes of desbrailização and the need for research in order to point out ways that reduce the obstacles faced by students in condition of disability.
Acesso aberto (Open Access)
As percepções de atores da educação especial ante a atuação enquanto ledor para pessoas com deficiência visual
(Universidade Federal do Pará, 2023-04-06) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The research deals the specific preparation of education professionals in the condition of Ledor for advising people with visual impairments. It aims to analyze how professionals working in this area interact due to the appropriation of perceptions during this preparation. The condition of accessibility instrument, while training, conducts this research. In this sense, an attempt was made to answer the question: How are the perceptions of special education professionals during Ledor training for people with visual impairments? The support of Vygotsky's defectology fundamentals and elements of the theoretical-philosophical assumptions verified in Wittgenstein's Philosophical Investigations about language and conceptualizations with reflections about “seeing and seeing as” according to Gottschalk's considerations (2006), supported our added research with focal aspects on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016), parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor: Machado (2020) and Canuto (2022) among others . This contribution enabled dialogues about the path and perceptions of research collaborators, participants of the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology used in the research text covers preparation to act in accessibility to reading both common texts and graphic variations. The construction of this Ledor instrument is justified because in the Pará market there was no pedagogical tool that met the demand to work in the condition of Ledor. The thesis showed the feasibility of preparing an instrumental Ledor for people with visual impairments, that there are issues proposed by institutions that promote selective processes that are against the grain of the inclusive process and there is a necessity to apply a national educational policy for the description of images in schooling of basic education.
Acesso aberto (Open Access)
Recursos didáticos e inclusivos para o ensino do meio ambiente
(Universidade Federal do Pará, 2020-12) MORAES, Kauê Felippe de; OLIVEIRA, Bruna Rafaela Mendonça; FARIAS, Luciana de Nazaré
This article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.