Ensino de funções quadráticas com alunos deficientes visuais : experiências de uma professora em formação inicial

Abstract

Special Education in regular schools is still a new process in Brazil and still lacks didactic and para-didactic materials, records of experiences and knowledge about the initial training of teachers to act and constitute inclusive educational environments. In this perspective, this work is a set of textual productions elaborated with co-authors and partnerships, constituting a trajectory of initial formation, which seeks to highlight how the experiences in different spaces such as: the University, school and the Braille Center, each with their own actions and peculiarities, with several professionals (regular classroom teacher, specialized educational service, teacher trainers and specialist teachers in Special Education) when dealing with two different groups of students (visually impaired students group and sighted students group ), constituted a collaborative environment for inclusive and equitable education. The set of fragments of the formative trajectory of the teacher in initial formation in search of understanding and exercising the collaborative didactic work as an alternative to promote inclusive education presents: the use of manipulative material for teaching quadratic functions aimed at visually impaired students; reports and discusses the organization of collaborative didactic work based on the ideas of Collaborative Resonance, Universal Design for Learning (UDL) and Co-teaching; presents a reflection on their learning when learning to teach the behavior of parameters a and b regarding the positioning of the vertex of the parabola in the Cartesian plane, sharing considerations about this formative trajectory and; exposes a suggestion for a didactic sequence “Manipulable Material for Teaching Quadratic Functions: a means of favoring inclusive practices”. At the end, some considerations are made about developing and applying the didactic sequence to two different audiences of students, and the contributions that this work provided for the teacher in initial training, providing opportunities for learning concerning the content of functions, scientific methodology and experiences academics and professionals to deal with effective situations of inclusion in school education.