Invariantes operatórios mobilizados por um estudante cego mediante a resolução de situações-problema do campo conceitual aditivo em um contexto de inclusão

Abstract

The implementation of subsidized educational policies from the perspective of inclusion has provided growing visibility to a school population which constitutes a great challenge for teachers in regular education: students who are the target audience of Special Education. The investigation proposed in this thesis consisted of analyzing the operative invariants mobilized by the blind student when solving problem-situations in the additive conceptual field. According to Vergnaud's Field Theory (TCC), concepts are defined through three sets: that of situations (S), that of operative invariants (I) and that of linguistic and symbolic representations (L). Of these, the most decisive from a cognitive point of view are the operative invariants, which structure the form of organization of manifested schemas relevant to situations. This study was based on the methodological framework founded by researchers in the field of Mathematics Education, Fiorentini and Lorenzato (2012), in a qualitative approach. The constitution and collection of data was established through the application of a set of sequences of activities and the constituted data were subjected to a content analysis, as proposed by Bardin (2011), from the notes referring to the logbook, recording of voice and text productions of the blind student who attended the fourth year of elementary school at the regular school. The results of the analysis of the problem-solving processes in the additive conceptual field reveal that the congenital blind student participating in this research manifested schemes different from the conventional ones, that is, he used his own resolution strategies, such as: mental calculation with rounding, decomposition and numerical complementation, mobilizing specific operative invariants. In addition, the sequences of activities "Battle Naval" and "Enigma da Poção Mágica" promoted the destabilization of an already consolidated scheme and, therefore, triggered in a wrong way, the search for the keyword in the utterance. Thus, at the end of this research, the blind student interpreted problem-situations by mobilizing resolution schemes associated with the idea expressed in the statement. In this study, we concluded that the diversity of problem-situations offered through the sequences of activities gave the blind student the opportunity to explain their schemes, which are linked to the mobilized operative invariants. The development of the research resulted in the elaboration of a didactic orientation, which aims to collaborate in the planning of pedagogical interventions in the subject of Mathematics, structured on the Theory of Conceptual Fields and based on the assumptions of Inclusive Education, specifically, with the target public student of Special Education.