Estudantes com deficiência visual na educação de jovens e adultos: o emprego de tecnologia assistiva para a aprendizagem conceitual

Abstract

The current scientific work intend to conduct a research witch aims analyze about the use of Assistive Technology in the process of teaching and learning scientific concepts by students with visual impairment, as well as how these resources are arranged and used by the school and the students themselves. The factor that has motivated this study focuses on the contribution that these resources can make to the teaching and learning of scientific concepts within the school, especially to those students who have been on the fringes of society and formal education. Based on the assumptions of the Historical-Cultural Theory and the theoretical approach method of Historical and Dialectical Materialism, the research sought, at first, to investigate the historical and political process, based on official documents and specific bibliography of the process of development of history of Youth and Adults Education and their conjectures along the historical course of Special Education. Then, a bibliographic and documentary survey was conducted about the conceptual and legal framework on Assistive Technology, involving its use in education, its development, and its willingness by public policies. Follow that, with this study investigated in the works of authors linked to the Historical-Cultural Theory elements that could contribute to the understanding of the use of Assistive Technology in educational processes for visually impaired students, defining the role that these resources play during the process of appropriation of scientific concepts and psychic development. Subsequently, an empirical research was conducted through observation in educational institutions and semi-structured interviews with students with visual impairment, enrolled in Basic Education in the modality of Youth and Adult Education. Assistive Technology has provided a significant increase in the independence, autonomy, and quality of life of visually impaired people. However, it is important to ascertain whether they are contributing directly or indirectly to students' conceptual learning and psychic development.