masterThesis
Entre labirintos de percepções e conhecimentos sobre deficiência visual: marcas nas práticas pedagógicas de docentes da educação infantil
Fecha
2018-06-26Registro en:
SANTOS, Erlane Cristhynne Felipe dos. Entre labirintos de percepções e conhecimentos sobre deficiência visual: marcas nas práticas pedagógicas de docentes da educação infantil. 2018. 135f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2018.
Autor
Santos, Erlane Cristhynne Felipe dos
Resumen
The inclusion of children with visual impairment in the public school has
been a daily challenge to teachers, given the learning specificities they present.
In Early Childhood Education it is common to hear from the teachers, in the
daily school life, of the inexistence of devices aimed at subsidizing them in
didactic-pedagogical actions, which guarantee the right of the visually impaired
child not only to access, but also to the permanence and quality of education
they will receive in the school context. Being aware of this aspect and the
importance of the occurrence of a qualitative mediation of teachers in the
process of teaching and learning of children with visual impairment, we decided
to focus on the field of research with the objective of analyzing conceptions and
knowledge of teachers of Early Childhood Education school inclusion, visual
impairment – low vision and its implications in pedagogical practices. The
research is qualitative approach of the Exploratory type BOGDAN and BIKLEN,
1994, CHIZZOTTI, 2010, applied under the Case Study method. (YIN, 2005;
GIL, 2008). For the collection of data we applied a semi-structured interview
and non-participant observation in the classroom. The locus of the investigation
was a Municipal Infant Education Center - CMEI, in the city of Natal / RN. We
proceeded with the data according to the Content Analysis of Bardin (2011),
and based on the literature that subsidizes the discussion of the dissertation. It
is considered, among other aspects, that: the lack of material compatible with
the visual capacity of the child with low vision and the lack of professional
qualification in the area of school inclusion are the biggest complaints of the
participants of the research; the lack of specific knowledge and concepts rooted
around the disabled person - as poor poor, unable to learn - as well as visual
impairment - an evil -, mark many of the practices observed with attitudes of
disregard and obscurantism, leaving the child with low vision at the mercy of
itself; the politically correct discourse is fraught with uncertainties and
contradictory actions; perception about the process of inclusion of disabled
people in school field of research is seen superficially, as something that is at
the level of reception and recognition of what place of child is in school.