Uso dos objetos ostensivos e não ostensivos para o ensino do princípio aditivo voltado ao(à) aluno(a) com deficiência visual dos anos iniciais do ensino fundamental

Abstract

The objective of this research was to investigate how the use of ostensive and non-ostensive objects can contribute to the teaching process of the additive principle aimed at the visually impaired student who studies in the first years of elementary school. These objects are essential aspects for a praxeology, an organization consisting of the four elements: task, technique, theory and technology, which form part of the Anthropological Theory of Didactics (TAD). Ostensible objects are considered elements that are revealed through one of the sense organs. They evoke the non-conspicuous ideas and concepts. For the analysis of these elements, we chose as an empirical field two schools, one from the state network and the other from the municipal, both with specialized educational services. The state school is considered a reference institution in the care of the visually impaired, studying a student with low vision in a class of the 5th year of elementary school. The school of the municipal network of Aracaju, for attending a student with congenital blindness in the 2nd year of elementary school. The concern for the object started during my professional career, which gave me the opportunity to develop a project called “Ciranda Brailendo”, whose participants were people with knowledge in the Braille system, including people with visual and visual impairments. With this project, interest for this research emerged with an emphasis on the mathematics teaching process and the visually impaired person. For this, the research was constituted in a case study under the qualitative approach, whose data collection was in person and remote. In person, through semi-structured observation and, remotely, the semi-open questionnaire was applied to the respective teachers in the regular classroom and multifunctional resources, as well as to the support teacher II. The results obtained through data collection, confirmed that the ostensive objects are frequently used in specialized educational assistance, in teaching the addictive process of the student with visual impairment. Highlight for the sorobã, ostensible manipulative used in the resolution of mathematical calculations. The computer, in the Dosvox system, the stick picks and the dominoes were also evidenced as ostensive ones used to evoke the additive principle for the learning of the visually impaired student. For the teacher of regular education, there is the recognition of obtaining more knowledge about the ostensive objects aimed at the student (a) with visual impairment.