Necessidades formativas de professores de matemática na educação superior : ênfase no contexto da inclusão de aluno com deficiência visual

Abstract

This study aimed to analyze, in the context of Higher Education, the training needs of Mathematics teachers for the inclusion of students with visual impairments. It was based on the dialectical method, based on Afanasiev (1968). The theoretical basis for the discussions was based on, among others, Rodrigues and Esteves (1993), Bandeira (2014; 2021), who talk about training needs, Rosa and Fontes (2022), Scorneck and Sforni (2021), both supported by Davídov (1988), which deal with the organization of mathematics teaching. Regarding the inclusion of students with disabilities, the study was based on, among others, Vigotski (1997, 2021) and Ropoli (2010). To this end, field research was carried out, with a qualitative approach, on a campus of the Federal Institute of Education, Science and Technology of Maranhão. Two teachers participated in the work, the participant-collaborator, who works with students with visual impairments, and the participant-researcher, who uses the campus as an environment for her professional work. To capture the data, semi-structured interviews and collaborative observation were used, which takes place in three stages: pre-observation, observation and post-observation. With the analysis of the data collected, it was possible to understand that Mathematics teachers have several training needs that are identified in their training process, when referring to their work with the target audience of Special Education, specifically those with visual impairment. Furthermore, it is understood that the teacher needs to constantly evaluate and reevaluate their pedagogical practice, so that the way in which teaching is organized is based on a consistent theoretical basis.