Ensino da matemática para aluno com deficiência visual e o papel do professor que atua no Ensino Fundamental - anos iniciais

Abstract

This study investigates inclusive education for students with visual impairments, focusing on the perceptions and practices of teachers working in regular classrooms and multifunctional resource rooms in the early years of elementary school. The guiding question of the research was: How do mathematics teachers teach students with visual impairments in the early years of elementary education? Based on a qualitative approach, the study employed a literature review, questionnaires, semi-structured interviews, and a discussion circle with teachers from a municipal school in the city of Guarulhos. The literature review identified multiple pedagogical, methodological, and educational policy approaches related to inclusion in mathematics education, highlighting—based on authors such as Vygotsky, Mantoan, and Ausubel— the importance of continuous teacher training, access to adapted materials, and the appreciation of students' sensory and social experiences. Among the key findings, teachers recognized the value of interaction between students with and without disabilities for the social and emotional development of students with visual impairments. However, they also reported a recurring lack of specific training, accessible materials, and institutional support as barriers to inclusive pedagogical practices. The most valued teacher competencies include not only technical and methodological knowledge but also interpersonal skills and sensitivity to diversity. These findings align with the theoretical foundations of inclusive education and underscore the need for integrated public policies that strengthen teaching practices and promote truly accessible schools. The contributions of this study extend to teacher education, pedagogical practices, and the improvement of inclusive educational policies