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Ver a matemática com pontos : um estudo de caso de um aluno cego do 12º ano de escolaridade
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Orientador(es)
Resumo(s)
A educação de alunos categorizados como apresentando necessidades educativas
especiais sofreu grandes alterações no decorrer do século passado, nas sociedades
ocidentais. Em 1994, com a declaração de Salamanca (UNESCO, 1994) a educação
inclusiva passou a ser o modelo educativo que melhor se adaptava a estes alunos, e em
particular aos alunos cegos, que representam um pequeno grupo dentro deste conjunto.
Trata-se de um modelo no qual a escola regular acolhe estes alunos, procurando
derrubar as barreiras que se colocam à sua participação e sucesso na aprendizagem
(Bénard da Costa, 2006). É um modelo que olha para a diferença como característica de
todos os indivíduos e um elemento que contribui para a riqueza e diversidade das
turmas e da sociedade (César, 2003). A construção de cenários de educação formal mais
inclusivos que promovam, em particular, o acesso às ferramentas culturais da
Matemática é um tema que continua a ser de grande importância. Sabemos que as
interacções sociais que os alunos cegos estabelecem na sala de aula podem desempenhar
um papel importante na configuração desse acesso (Batista, 2005; Ochaíta, 1993).
Esta investigação consiste num estudo de caso intrínseco (Stake, 2000) de
natureza qualitativa/interpretativa (van der Maren, 1996), de um aluno cego, com 17
anos de idade, do 12.° ano de escolaridade, que revela sucesso académico a Matemática-A, disciplina que frequenta numa escola secundária da zona da grande Lisboa.
Procuramos perceber de que forma este aluno constrói o seu acesso às ferramentas
culturais da Matemática. No estudo participam ainda a professora de Matemática, a
Professora dos Apoios Educativos e os colegas de turma. Os materiais foram recolhidos
através da observação participante de um conjunto de aulas de 90 minutos de
Matemática-A, entrevistas e documentos.
Os resultados apresentam um conjunto de categorias que procura caracterizar as
interacções sociais que ocorrem entre a professora de Matemática e o aluno, bem como
uma análise de como estas interacções sociais, o papel da professora de Matemática e o
papel da Professora dos Apoios Educativos contribuem para a promoção da inclusão
deste aluno. Analisámos, finalmente, o contributo destes elementos na configuração de
um cenário de educação formal que permitisse o acesso ao sucesso académico por parte
deste aluno.
In the past century, the education of students characterized as presenting special educational needs (SEN), has undergone great changes in western societies. In 1994, according to the Salamanca Statement (UNESCO, 1994), inclusive education was adopted as the educational framework for these students, from which blind students are a small part. Inclusive education is considered to provide the best answers for students characterized as presenring SEN' needs. According to this model, regular schools are expected to take down the barriers to participation and access to achievement that these students often face while attending these schools (Bénard da Costa, 2006). Differences are seen as human characteristics that contribute to the richness and diversity of school classes and societies (César, 2003). The development of more inclusive educational settings that can promote the access to mathematics cultural tools is an issue of the outmost importance. Social interactions established in the classroom can play an important role in the framing of this access (Batista, 2005; Ochaita, 1993). This research is based on a qualitative/interpretative (van der Maren, 1996) intrinsic case study (Stake, 2000) of a blind student, aged 17, attending the last year of secondary education (12^ grade) with academic success in the subject of mathematics. He attends a regular school in the area of Lisbon. We aim at understanding how this student builds his access to mathematics cultural tools. His mathematics teacher, support teacher and classroom colleagues are also participants in this study. Data was collected through participant observation of a set of mathematics classes, interviews, informal talks and documents. The results illuminate a set of categories that aims at the characterization of the social interactions between the mathematics teacher and this blind student. We also analysed the contributions of these categories as well as the mathematics and the support teachers to the configuration of a fonnal educational setting that allowed this student's access to academic success.
In the past century, the education of students characterized as presenting special educational needs (SEN), has undergone great changes in western societies. In 1994, according to the Salamanca Statement (UNESCO, 1994), inclusive education was adopted as the educational framework for these students, from which blind students are a small part. Inclusive education is considered to provide the best answers for students characterized as presenring SEN' needs. According to this model, regular schools are expected to take down the barriers to participation and access to achievement that these students often face while attending these schools (Bénard da Costa, 2006). Differences are seen as human characteristics that contribute to the richness and diversity of school classes and societies (César, 2003). The development of more inclusive educational settings that can promote the access to mathematics cultural tools is an issue of the outmost importance. Social interactions established in the classroom can play an important role in the framing of this access (Batista, 2005; Ochaita, 1993). This research is based on a qualitative/interpretative (van der Maren, 1996) intrinsic case study (Stake, 2000) of a blind student, aged 17, attending the last year of secondary education (12^ grade) with academic success in the subject of mathematics. He attends a regular school in the area of Lisbon. We aim at understanding how this student builds his access to mathematics cultural tools. His mathematics teacher, support teacher and classroom colleagues are also participants in this study. Data was collected through participant observation of a set of mathematics classes, interviews, informal talks and documents. The results illuminate a set of categories that aims at the characterization of the social interactions between the mathematics teacher and this blind student. We also analysed the contributions of these categories as well as the mathematics and the support teachers to the configuration of a fonnal educational setting that allowed this student's access to academic success.
Descrição
Tese de mestrado, Educação (Didáctica da Matemática), Faculdade de Ciências, Universidade de Lisboa, 2008
Palavras-chave
Educação Alunos cegos Educação matemática Interacções sociais Sucesso académico Teses de mestrado - 2008