Desenho Universal para Aprendizagem: a geometria e as práticas pedagógicas inclusivas para educando cego

Abstract

This research, which was developed during the Professional Master's Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program of CEPAE/UFG, between the years 2022 to 2025.Discussing inclusion in the school context and in the teaching process presents significant challenges. This research focuses on educational inclusion, particularly in the teaching of Geometry, addressing the perception of people with and without disabilities. The stigmatized view of these individuals, whether they have physical, cognitive, or sensory disabilities, affects the way teaching methodologies are applied. This often results in a stereotype of disability. It is believed that such prejudices label students as less capable, promoting the idea that development in school is difficult. Equality must be contextualized, allowing each individual access to flexible learning methodologies to meet their needs. Therefore, it is essential to reflect on school inclusion processes, valuing diversity and the construction of students' social identity. The object of study of this dissertation is the mathematics teaching methodology based on the principles of Universal Design for Learning (UDL) for blind students. The study aims to analyze the teaching practices that best support the mathematical learning of a blind student with cerebral palsy in a regular classroom, using the principles of Universal Design for Learning (UDL). To achieve this objective, we used the pedagogical-investigative intervention method, based on mathematics classes in the 7th grade of Elementary School at a municipal school in the city of Goiânia, Goiás. Regarding the theoretical framework, we used theoretical-methodological conceptions on cultural development that are related to the Historical-Cultural Theory of Vygotsky and Luria to understand more about human development. Here, we will also discuss the concept of disability supported by the main theoretical conceptions and developed by authors such as: Beyer (2006); Mantoan (1997; 2003); and on mediation from the Historical-Cultural Theory, Luria (1992); Fávero (1995); Vygotsky, Luria, and Leontiev (2010); the Zone of Proximal Development, Vygotsky (2007); Oliveira (1995); Universal Design for Learning, Zerbato and Mendes (2018); Mendes Júnior (2016); Kranz (2014); Heredero (2020); (Rose and Meyer, 2002). The research results showed that applying the principles of UDL enabled greater student engagement, favored their participation in geometry activities, and expanded classroom interactions, especially when tactile materials, sound resources, and pedagogical mediation were used. It was found that curricular flexibility and the use of accessible resources not only enhanced mathematics learning but also promoted an inclusive experience, contributing to the development of autonomy and the appreciation of diversity in the educational process. The research culminated in the educational product entitled "Inclusion, why? And for what? A podcast with reflections on difficulties encountered in Basic Education," developed during the Professional Master's program, based on field diary entries. The product is available in the appendices and on the website: YouTube