A Situação do Professor de Matemática diante da Inclusão de um Aluno com Baixa Visão: um estudo didático em sala de aula comum

Resumo

This thesis investigates the situation of a Mathematics teacher faced with the inclusion of a student with low vision in the first year of a technical course in Informatics, integrated into upper secondary education, at the Instituto Federal de Educação, Ciência e Tecnologia da Paraíba. We adopt the Theory of Didactical Situations as our theoretical framework, focusing on the structuring of the milieu through the teacher’s levels of activity. The study follows a qualitative approach oriented toward the interpretation of didactic phenomena and is configured as a case study. The study combined interviews, classroom observations, and analyses of students’ written work and institutional documents, allowing for a reconstruction of the participating teacher’s situation with an emphasis on identifying tensions between the teacher’s declared didactic intentions, actual actions, and the conditions of school inclusion. The results indicate that the presence of a student with low vision introduces constraints on the teacher’s situation that affect lesson organization, class management, and the monitoring of individual work, without necessarily compromising the stability of the established practice. The teacher mobilizes situational didactic knowledge, developed through his interaction with the milieu, to respond to the demands of inclusion. However, he does not always recognize the didactic implications inherent in the inclusive dynamic he seeks to establish, especially when the student's access to institutional knowledge depends on accessibility measures mediated by third parties or is hindered by material or temporal constraints related to the learning pace. The findings highlight that certain measures do not, in themselves, guarantee didactic accessibility, and that peer assistance, although functional, can reinforce asymmetries and dependencies that compromise the student’s autonomy. It was also found that the teacher tends to address the inclusion of the student with a disability at the level of visible participation, without integrating it into the didactic decisions aimed at access to institutional mathematical knowledge. The inclusion of a student with a visual impairment affects the teacher’s situation by revealing the limits of didactic organization and requiring decisions that articulate the demands of the group, institutional prescriptions, and specific needs. This work contributes to the field of Mathematics Education by proposing that school inclusion be understood as a matter of access to institutional knowledge. This implies taking into account the didactic conditions that make learning possible in light of the accessibility measures adopted.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEPB

Programa

Programa de Pós-Graduação do Ensino da Rede Nordeste em Ensino - RENOEN

Ano

2025

Defesa

09/07/2025

Idioma

pt

Palavras-chave

EDUCACAO; Educação inclusiva; Didática da matemática; Acessibilidade didática; Entrevista de autoconfrontação

Temas

Acessibilidade, Didática da Matemática, Educação Profissional e Tecnológica, Inclusão, Práticas Pedagógicas

Handle

https://repositorio.uepb.edu.br/handle/123456789/72030

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026