Ensino da matemática para estudante com deficiência visual e o papel do professor que atua no ensino fundamental - anos iniciais

Abstract

This study aims to investigate the teaching of Mathematics to students with visual impairments in the early years of Elementary Education and the role of the teacher in this process. The research was guided by the central question: How do mathematics teachers teach students with visual impairments in the early years of elementary school? Based on a qualitative approach, the study employed a literature review, questionnaires, semi-structured interviews, and discussion groups with teachers from a municipal school in the city of Guarulhos-SP. The literature review made it possible to identify multiple pedagogical, methodological, and educational policy approaches aimed at inclusion in mathematics teaching, highlighting, based on authors such as Vygotsky, Mantoan, and Ausubel, the relevance of continuous teacher training, access to adapted materials, and the appreciation of sensory and social experiences of students with visual impairments. Among the main findings, teachers recognized the importance of interaction between students with and without disabilities for the social and emotional development of those with visual impairments. However, the recurring lack of specific training, accessible materials, and institutional support emerged as significant barriers to inclusive pedagogical practice. The most valued competencies among teachers include, in addition to technical and methodological mastery, interpersonal skills and sensitivity in dealing with diversity. These findings align with the theoretical principles of inclusive education and indicate the need for integrated public policies that strengthen teaching practices and promote a truly accessible school environment. The contributions of this study extend to teacher education, pedagogical practices, and the improvement of inclusive educational policies