Ensino em braille e formação de professores: percepções de docentes e discentes da Faculdade de Educação (FACED) da Universidade Federal do Ceará (UFC)

Abstract

The inclusion of people with disabilities is the agenda of many social and collective struggles. In line with the problematization of the mentioned theme, this research presents a case study on the teaching of braille in the training of teachers of the pedagogy course Faculdade de Educação (FACED) at the Federal University of Ceará (UFC). The justification of this research assumes a personal nature since it is closely related to the life history of the blind researcher literate in Braille; professional, insofar as it expands and includes human diversity, in the formation of the pedagogue; social, as the process of accessibility and educational and social inclusion of the visually impaired person. General: He presents himself as professors, professors and students of FACED/UFC on training for training for the teaching of FACED/UFC. As specific objectives for pedagogy teachers: 1. Identify the main difficulties faced by FACED/UFC students for blind students in the subjects of the pedagogy course; 2. Investigate the main difficulties of students coming from the current curriculum, with regard to the teaching and learning of blind students. Regarding the methodological course, a bibliographic research was carried out for a better theoretical basis on the subject. To consolidate this case of a qualiquant approach, a study application was used with students and teachers of the Faculty of Education. As results and studies, it is proposed: the sample consisted of 20 subjects. There were 19 students from the FACED Pedagogy course who participated in the study. The main difficulties were related to the description of images. Audio description presents information for teachers in initial and continuing education, because the precision blind person will need his vision of the world, according to the information he receives. The second difficulty presented by the professors was related to the adaptation of the didactic-pedagogical material to the requirements of the blind students. Not that, when dealing with the biggest gaps of students, the absence of specific disciplines or the attendance of students in special education education, the absence of specific disciplines, goes deeper into the education of students. each type of disability. In view of the above, it was concluded that the inclusion of people with disabilities in the process of basic education is discouraging and requires investment in teacher training to deal with different realities.