Narrativa adaptada para o ensino de semelhança de triângulos para aluno com deficiência visual em situação de inclusão

Abstract

This research presents as a theme a proposal for the teaching of mathematics in the inclusion of students with visual impairment enrolled in the regular school system. The research is configured of an applied nature, moving to qualitative methods and approaches the case study as a strategy. Its objective is to analyze the contributions of tactile adaptation of a historical narrative to the teaching of similarity of triangles, for visually impaired students and non-disabled students. The construction of the pedagogical intervention, applied in a class of the first year of high school of a public school in the interior of Paraná, which has a visually impaired student enrolled in regular education, started from the assumptions of historical-cultural theory. During the intervention, notions about the history of mathematics, basic notions of geometry, angles, reason and proportionality were explored. These concepts, important for the appropriation of the similarity content of triangles. The activities developed were supported by the theory of assimilation of mental activity in stages, proposed by Piotr Yakovlevich Galperin (2009). For the development of the activities the materials were adapted in Braille text, relief, tactile structure and three-dimensional pieces, in order to contribute to the learning process, not only of students with visual impairment, but of all students. The results indicated that, in view of the challenges and difficulties encountered, it was possible to apply the research proposal in a class with a student included and a large number of students, who presented conceptual limitations and several learning difficulties. Advances were found in the appropriation of concepts in the similarity of triangles and geometry by the students. Thus, we highlight the importance of using different resources for mathematics teaching as a way to promote the learning of school concepts by students with and without visual impairment.