Situações desencadeadoras de aprendizagem no ensino de álgebra para estudantes deficientes visuais

Abstract

Adopting the assumptions of Historical-Cultural Theory and Activity Theory and relying on the theoretical and methodological basis of the Teaching Guidance Activity (MOURA, 2010), this research sought to analyze how the triggering situations of learning can contribute to the appropriation of algebraic concepts for visually impaired students. Two visually impaired students participated in the research, one from the 7th grade and one from the 8th grade, both attending the type II multifunctional resource room of a public school in the state network, located in Curitiba. Through the analysis of episodes (CARAÇA, 1989), moments that reveal or not the students’ learning were explored during the field research that was constituted through the development of three triggering learning situations. The analyzed isolates are: “mediation”, “active subjects” and “appropriation of algebraic knowledge”. The results were obtained through the analysis of audios, videos and written records of the interventions and also from the researcher’s logbook. It is pointed out at the end of the research that the triggering situations of learning contributed to the construction of symbolic and instrumental mediation, thus enabling the appropriation of the conceptual nexus of algebra (variation, field of variation and fluency) in addition to contributing to the learning of some school contents selected (recognition of unknowns, dependence on variables and operations with monomials and polynomials). However, it was also noticed that these contributions are directly linked to the accessibility of the situation, that is, if there are adaptations / construction of materials aimed at the specific needs of students.