Banca de DEFESA: ANDREA PAULA MONTEIRO DE LIMA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANDREA PAULA MONTEIRO DE LIMA
DATE: 27/03/2023
TIME: 14:00
LOCAL: Webconferência https://meet.google.com/nwz-rtdw-ygw
TITLE:

COMMUNICATION IN INCLUSIVE EDUCATION: what do teachers who teach mathematics in classes with blind students reveal?

KEY WORDS:

Inclusive education. Accessibility. Visual impairment. Dialogue. Pedagogical Imagination. Teacher Narratives

PAGES: 253
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The research aimed to understand communication in Inclusive Education from the narratives of teachers who teach mathematics in classes with blind students. Therefore, it is anchored by the concept of accessibility of Inclusive Education, and dialogue and pedagogical imagination of Critical Mathematics Education. Data were produced and collected from the narratives of three teachers with experience in teaching mathematics in common classes with blind students, through episodic interviews and their analysis of three proposals for geometric activities. Data production took place remotely in two moments, between 2021 and 2022, during the Covid-19 pandemic: narratives of situations experienced in classes with blind students; and narratives of imagined situations for classes with blind students, based on the proposed geometric activities. To analyze them, we used the analytical categories accessibility and dialogue. The results reveal that the teachers' narratives were influenced by aspects such as their academic background, the context of the classes, the time they spend with blind students, and institutional support. They also highlight the concern of teachers to provide accessible communication to blind students and to favor dialogical interactions, although they have not always explained how to do it. The main concerns with accessibility are associated with the use of concrete and adequate materials (instrumental dimension); accessible, egalitarian, and universal teaching, the possibility of carrying out experiments and research (methodological dimension); educational support (programmatic dimension); to fear and apprehension (attitudinal dimension); as well as orality and braille writing (communication dimension). The fact that these concerns still exist and are not contemplated in actions taken by teachers in the situations presented leads us to conjecture that there are still barriers in the process of including blind students in mathematics classes. In the exercise of pedagogical imagination, teachers presented situations that could potentially favor dialogue from the perspective of Critical Mathematics Education and some of them were narrated by teachers as situations experienced in classes with blind students and others as imagined situations. It should be noted, however, that these results are supported by the narratives of the participating teachers and, therefore, the materialization of such situations in inclusive classes is the object of future research.

COMMITTEE MEMBERS:
Presidente - 2306894 - IRANETE MARIA DA SILVA LIMA
Interna - 3205409 - FATIMA M LEITE CRUZ
Interno - 2318859 - FRANCK GILBERT RENE BELLEMAIN
Interna - 1196238 - JAQUELINE APARECIDA FORATTO LIXANDRAO SANTOS
Externa à Instituição - CLELIA MARIA IGNATIUS NOGUEIRA - UNIOESTE
Externo à Instituição - EVANILSON LANDIM ALVES - UPE