Formação de docentes para ensinar matemática a pessoas com deficiência visual: abordando a trigonometria via Van Hiele

Abstract

Based on an analysis of mathematics curricula in the state of Ceará, it was observed a lack of subjects focused on inclusive mathematics education, especially regarding visual impairment. Adding to this, and the scarcity of literature and materials related to teaching trigonometry adapted for visually impaired students, this thesis aims to conduct a study on trigonometric functions for visually impaired students through a university extension course. The methodology employed was based on the principles of action research. The theoretical framework was based on Van Hiele's model of geometric learning levels, adapted to the context of visual impairment. In this analysis, we used Laurence Bardin’s content analysis. The course took place at the Regional University of Cariri (URCA), Crajubar campus, a higher education institution in the Cariri region of Ceará, with the participation of twenty students from the Mathematics Licentiate. The data analysis allowed us to conclude that the training enabled participants to understand that limitations are not in sensory conditions, but in the social, pedagogical, and attitudinal barriers that restrict access and participation for students with visual impairments; that the use of manipulable and multisensory materials promotes more meaningful learning, especially for students with disabilities, as well as enabling them to employ strategies in the development of accessible materials for teaching trigonometry to this audience. Finally, the participants highlighted that teaching Trigonometry to visually impaired students is possible when based on inclusive methodologies, using tactile and auditory resources and pedagogical adaptations.