Metodologias e aprendizagem cognitiva na inclusão de estudantes cegos: percepção dos professores da Educação Especial

Abstract

One of the challenges in working with diversity in schools today is the initial and continuing education of teachers. With that comes the need for a new configuration in the context of training, passing through the curricular norms and regulations, but accompanying the changes that occur in schools in real time. This great diversity of students with disabilities requires teacher planning and the use of appropriate methodologies to ensure the learning of these students. Thus, the objective of the research was to analyze the perceptions of Special Education teachers regarding the different methodologies and experiences in the classroom, for the inclusion and learning of blind students. Six Special Education teachers participated in this research, who teach at a Specialized Educational Service Center in the area of visual impairment, in a municipality in the interior of Paraná. Data collection took place through a semi-structured script with questions based on Bloom's Taxonomy learning levels, as well as questions about teaching science to blind students. The analysis of the results was performed according to the content analysis, in which the following categories were the guides: Knowledge, Understanding, Analysis, Application, Synthesis and Evaluation. The results showed that specialist teachers use different strategies and methodologies more frequently, practices such as: the use of tactile materials, concrete material, aid of audio description programs for auditory sensitization, making the student protagonist, giving voice to him, in order to ensure their learning, in addition to guiding these methodologies in a good planning. As a result, a synthesis of different methodologies capable of supporting the teaching and learning process of blind and non-blind students was also carried out.