Inclusão de alunos deficientes visuais no ensino de matemática no contexto de educação tecnológica em um instituto federal de educação, ciências e tecnologia
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Data
2018-07
Autores
Orientador
Schuck, Rogério José
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Resumo
Esta dissertação é resultado de uma prática pedagógica amparada à luz da Modelagem Matemática, nas
concepções de Biembengut e Hein (2003) e Barbosa (2001). A pesquisa abordou o problema: Que contribuições a Modelagem Matemática pode oferecer para a inclusão de alunos com deficiência visual no ensino de matemática no âmbito da educação tecnológica em um Instituto Federal de Educação, Ciências e Tecnologia? O objetivo geral assentou-se em explorar e avaliar as contribuições de uma proposta pedagógica embasada na Modelagem Matemática como estratégia de ensino, na inclusão de alunos com deficiência visual, no contexto da educação tecnológica. A pesquisa teve abordagem qualitativa, com características de estudo de caso. Com o propósito de alcançar o objetivo geral, foram realizados sete encontros, perfazendo um total de dezessete horas. Os registros das ações desenvolvidas nesse período foram feitos no diário de bordo do pesquisador e em gravações de áudio. A análise dos dados foi realizada através da perspectiva da análise textual discursiva (MORAES; GALIAZZI, 2013). Por conseguinte, foram elencadas três categorias, quais sejam, ―Modelos Matemáticos oriundos da atividade pedagógica‖, ―Possibilidade de inclusão de deficientes visuais com o uso da Modelagem Matemática‖ e ―Participação dos professores na atividade de Modelagem Matemática‖. Também foram apresentadas algumas Difficultatibus para reflexões. Os resultados demonstraram que: a) a atividade de Modelagem Matemática proporcionou oportunidade para o aluno deficiente visual desenvolver sua autonomia, por meio de pesquisa utilizando a internet, através de um smartphone, e demonstrar seu conhecimento teórico-matemático; b) como os conteúdos matemáticos abordados foram grandezas e medidas, nesse sentido, o aluno reafirmou a fórmula do cálculo de área de círculo, realizando os cálculos mentalmente; c) os materiais adaptados permitiram ao aluno cego maior participação no desenvolvimento do trabalho; d) o trabalho em grupo proporcionou inclusão do aluno deficiente visual e construção coletiva do conhecimento; e) o estudo criou também a oportunidade do uso da Modelagem Matemática, como estratégia de ensino, confirmando sua versatilidade e permitindo ao professor adotar uma postura de mediador; f) ocorreram difficultatibus com relação às interferências causadas ao planejamento das atividades, o que denota que o professor também se depara com dificuldades na implementação de práticas usando esta metodologia.
This research is the result of a pedagogical practice supported in the light of Mathematical Modeling, in the conceptions of Biembengut and Hein (2003) and Barbosa (2001). The research addressed the question: What contributions to Mathematical Modeling can offer to the inclusion of students with visual impairment in the teaching of mathematics in the scope of technological education in a Federal Institute of Education, Science and Technology? The overall objective was to develop, explore and evaluate the contributions of a pedagogical proposal based on Mathematical Modeling as a teaching strategy in the inclusion of students with visual impairment in the context of technological education. The research had a qualitative approach, with case study characteristics. In order to achieve the general objective, seven meetings were held for a total of fourteen hours, and the records of the actions developed in this period were made in the researcher's logbook, and in audio recordings. The data analysis was carried out from the perspective of discursive textual analysis (MORAES; GALIAZZI, 2013). Therefore, three categories were listed: "Mathematical models derived from pedagogical activity", "Mathematical modeling and the inclusion of visually impaired students" and "Participation of teachers in the activity of Mathematical Modeling", also instigating some Difficultatibus for reflections. The results show that: a) The Mathematical Modeling activity provided an opportunity for the visually impaired student to develop their autonomy, through research using the internet, in the media through a smartphone, as well as being able to demonstrate their theoretical-mathematical knowledge; b) The mathematical contents approached were greatness and measures and, in this sense, the student reaffirmed the formula of the calculation of circle area, performing the calculations mentally; c) the adapted materials allowed the blind student greater participation in the development of the work; d) the group work provided the inclusion of the visually impaired student and the collective construction of knowledge; e) the study also created the opportunity to use Mathematical Modeling as a teaching strategy, confirming its versatility, allowing the teacher to adopt a mediator position; f) occurred dificultabitus with respect to the interferences caused to the planning of the activities, which indicates that the teacher also faces difficulties in the implementation of practices using this methodology.
This research is the result of a pedagogical practice supported in the light of Mathematical Modeling, in the conceptions of Biembengut and Hein (2003) and Barbosa (2001). The research addressed the question: What contributions to Mathematical Modeling can offer to the inclusion of students with visual impairment in the teaching of mathematics in the scope of technological education in a Federal Institute of Education, Science and Technology? The overall objective was to develop, explore and evaluate the contributions of a pedagogical proposal based on Mathematical Modeling as a teaching strategy in the inclusion of students with visual impairment in the context of technological education. The research had a qualitative approach, with case study characteristics. In order to achieve the general objective, seven meetings were held for a total of fourteen hours, and the records of the actions developed in this period were made in the researcher's logbook, and in audio recordings. The data analysis was carried out from the perspective of discursive textual analysis (MORAES; GALIAZZI, 2013). Therefore, three categories were listed: "Mathematical models derived from pedagogical activity", "Mathematical modeling and the inclusion of visually impaired students" and "Participation of teachers in the activity of Mathematical Modeling", also instigating some Difficultatibus for reflections. The results show that: a) The Mathematical Modeling activity provided an opportunity for the visually impaired student to develop their autonomy, through research using the internet, in the media through a smartphone, as well as being able to demonstrate their theoretical-mathematical knowledge; b) The mathematical contents approached were greatness and measures and, in this sense, the student reaffirmed the formula of the calculation of circle area, performing the calculations mentally; c) the adapted materials allowed the blind student greater participation in the development of the work; d) the group work provided the inclusion of the visually impaired student and the collective construction of knowledge; e) the study also created the opportunity to use Mathematical Modeling as a teaching strategy, confirming its versatility, allowing the teacher to adopt a mediator position; f) occurred dificultabitus with respect to the interferences caused to the planning of the activities, which indicates that the teacher also faces difficulties in the implementation of practices using this methodology.
Descrição
Palavras-chave
Inclusão; Deficiência Visual; Modelagem Matemática; Educação Tecnológica; Ensino; Inclusion; Visual impairment; Mathematical Modeling; Technological Education; Teaching
Citação
GALVÃO, Lawrence Mota. Inclusão de alunos deficientes visuais no ensino de matemática no contexto de educação tecnológica em um instituto federal de educação, ciências e tecnologia. 2018. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 27 jul. 2018. Disponível em: http://hdl.handle.net/10737/2520.