O professor e o processo de ensino-aprendizagem de geometria para estudantes com deficiência visual nos anos iniciais do ensino fundamental: contribuições da teoria vanhieliana, sequência Fedathi e desenho universal pedagógico

Abstract

The teaching of Inclusive Mathematics for visually impaired students faces challenges such as a lack of resources, methodologies that ignore cognitive-sensory dimensions, and the difficulty in adapting the curriculum to the various levels of geometric reasoning. Thus, the need arises for strategies that promote the integral development of students while respecting their singularities, with pedagogical structures that integrate methodologies, environments, and resources in phases that favor the progression of geometric thinking development through the levels of geometric reasoning. The triad established in the research consists of the intertwining of the Fedathi Sequence methodology, Universal Pedagogical Design (UPD), and the Van Hiele model, particularly in the development of inclusive pedagogical practices for students with visual impairment. This triad constitutes the object of this research, which starts with the following question: How can the triad of the Van Hiele model, Fedathi Sequence, and Universal Pedagogical Design, in the training of Mathematics teachers in the Early Years of Elementary School, contribute to the teaching-learning of Geometry for visually impaired students? Supported by this problem, we aim to analyze how the triad of the Van Hiele model, Fedathi Sequence, and Universal Pedagogical Design, in the training of Mathematics teachers in the Early Years of Elementary School, can contribute to the teaching of Geometry for visually impaired students. Regarding the approach to pedagogical planning, we rely on the Fedathi Sequence teaching methodology in its three levels: preparation, experience, and analysis. Regarding teaching resources from the perspective of Universal Pedagogical Design, it follows the seven principles of Universal Design: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. With the Van Hiele model, we understand the student's level of geometric reasoning via the Van Hiele test for the Fedathian experience, following its most accessible learning phases. Methodologically, the study uses a qualitative approach, of a basic nature, while the objectives are exploratory/explanatory, and its procedures configure a case study. Seven teachers who teach mathematics in the Early Years of Elementary School in the municipality of Fortaleza-Ceará participated in this research. The research loci are: a philanthropic inclusive education school, the NUPER G-TERCOA/CNPq study room, and the AVA G-TERCOA-Formação virtual environment. We conducted this investigation in three stages: 1) bibliographic study through literature reviews in national and international databases; 2) case study research through semi-structured interviews, a formative action with the Extension Course, and the feedback received from the use of the UPD teaching resources; 3) Systematization and data analysis of the thesis. The research identified that the main challenges for teachers include a lack of accessible teaching resources, inadequate training, and architectural and attitudinal barriers. The intertwining of the Van Hiele model, the Fedathi Sequence, and the Universal Pedagogical Design contributed to developing geometric thinking and promoting inclusion. The formative experiences with tactile resources and mediated strategies enabled significant advances in the autonomy and learning of visually impaired students.