Formação de educadores em tecnologia assistiva: uma proposta para a inclusão de alunos com deficiência visual no ensino de matemática

Abstract

The inclusion of students with visual impairments in mathematics education is hampered by insufficient teacher training and the scarcity of accessible resources. To address this gap, this study adopted the Design-Based Research (DBR) methodology, an interventionist approach that integrates theory and practice, and also a descriptive methodological approach.The research comprised eight workshops that aimed to develop and validate a training methodology. The focus of these workshops was assistive technology, training mathematics teachers to use equipment and understand the resources available on the market for teaching the subject to students with visual impairments. The final, eighth workshop was attended by 23 educators, including pre-service teachers, pedagogues, and mathematics teachers. Data was collected through questionnaires, observation records, and reports. The results revealed that participating educators, who initially had limited knowledge of assistive technology, showed a significant evolution in the understanding and application of these resources after the training. In conclusion, the teacher training provided by the study, with an emphasis on the use of assistive technologies, proved to be an important factor in making mathematics teaching more inclusive and accessible. The study underscores the urgency of expanding training initiatives to promote a more equitable and quality education for all.