O professor de sala de recurso multifuncional e o ensino de frações para deficientes visuais: algumas discussões

Abstract

The teaching of fractions is contemplated in the curricular documents that guide the teaching of the country, in the same way, inclusive education integrates these documents. In this context, the motivating problem of this research was “how does the professor of the Multifunctional Resource Room teach fractions to students with visual impairment?”. This study aimed to know and analyze the methodology used by teachers of Multifunctional Resource Room to teach fractions to students with visual impairment. The first part contemplates a historical study of the inclusion of people with disabilities, next are presented resources used in the teaching of fractions for the visually impaired. The work is based on methodological procedures of a qualitative nature, so a bibliographical review and semi-structured interviews were conducted with teachers of the Multifunctional Resource Room of public schools of the municipal and state network. Finally, analyzes were performed based on the seven hypotheses raised by the author, the statements of the teachers interviewed and the theoretical framework adopted. The interviews helped to obtain some answers to the questions and to formulate a new hypothesis: that there are three possible representations in fraction teaching: the representation of machines and software; the representation of the materials used by the teacher: Soroban, Cubaritmo, Multiplane, Tangran, Geometric Figures, Circle of Fractions, Mosaics, among others; the representation of mental calculation, with the help of the Soroban.