Acessibilidade no ensino de matemática: construindo conceitos através da escala de Cuisenaire

Abstract

This research was developed in the field of the accessibility in school practices. The inclusion of students with disabilities in regular schools is a challenge that must be faced by all involved in the educational process, especially by teachers in the classroom. This research was built faced on issues related to the inclusion of these students, and on the particular experience of these challenges in the classroom. When working in a class with an intellectual disabled student, there are major challenges to planning the class and to help the student in matter of his concentration. It is also a challenge to help him about certain limitations for fine and coarse motor coordination, although the tasks are performed under another adult supervision. In this context, the main goal of this study was to understand the possibilities of promoting accessibility for math content to students with intellectual disabilities. To reach this goal, a qualitative research was developed, with participant observation and the application of a didactic sequence based on the Cuisenaire scale (ZABALA, 1998), taking the use of concrete material, the construction of graphics, tables and a game on pairs. The proposal was developed in a Municipal School of Belo Horizonte, in a 5th grade class (2nd cycle), composed of 35 students. The theoretical basis for this research is composed by studies about school inclusion (CAIADO, BERRIBILLE AND SARAIVA, 2013; KASSAR, 2000), and also the planning of didactic activities for classroom work (ZABALA, 1998). The results suggest that the intervention contributed to the active participation of students in the construction of their mathematical thinking. However, despite the progress shown by the students during the actions, it cannot be said that the improvings are a result only of the didactic sequence developed in the classroom. The process of inclusion involves other spheres, in and out of the classroom, and it is a work to be done and evaluated continuously.