Masculinity is considered to be a fundamental aspect of a male identity while living with a disability has a negative impact on the construction of this identity. The notion of masculinity has been highly influenced by Connell’s idea of hegemonic masculinity which claims that masculinity is not fixed but is fluid and hierarchical in nature (Connell, 1995; 2000). The construction of masculinity introduces the notion of “masculinities” rather than a “single” universal masculinity. The idea of masculinities contends that one masculinity tends to dominate other masculinities within a particular social context. For men living with disabilities this has resulted in the subjugation of their masculine identity because of the negative attitudes and assumptions attached to living with a disability. As a result of masculinity being constructed differently with each social context as well as the construction of a disabled identity, there is a need to explore this occurrence within the university environment. This study explores how blind male students construct and negotiate their masculinity within the university environment. To evaluate how blind male students construct their masculinity, the construction and experiences of their masculinity and their sexuality was explored. The barriers and enablers experienced by blind male students in the process of performing an acceptable masculinity and sexuality were explored. This study used a sample of 7 blind male students. All participants were recruited from the University of KwaZulu-Natal, Howard College campus. A qualitative research design was used as a method of investigation. Data was collected using semi-structured interviews and it was analysed thematically. The participants brought forward the negative attitudes and assumptions held by sighted male students that are contiguous to blindness. These attitudes and assumptions were directed mainly to their sexuality and sexual relationships. To mitigate the subordination of these important aspects of their masculinity, the findings put forward that blind male students take on different positions in opposition to hegemonic masculinity. Ordinary position, reformulation of the standards of masculinity, rebellious position, reliance and subordination of masculinity emerged as different positions that used by blind male students in the process of negotiation their masculinity. Therefore this study gives evidence that blind male students position themselves inconsistently in relation to hegemonic standards masculinity. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Made available in DSpace on 2016-04-27T16:57:14Z (GMT). No. of bitstreams: 1 Aida Carvalho Vita.pdf: 9489491 bytes, checksum: d0baf2b4a92f6c10897b773e1bf16394 (MD5) Previous issue date: 2012-04-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis aimed to identify the potential of didactic material (DM), the tactile-type model, for blind students' learning of basic concepts of Probability (bcP). The qualitative research investigated the design, construction and evaluation of MD and for this purpose we proceeded with the curricular adaptations necessary to meet the established objective. The theoretical framework was derived from cognitive ergonomics, particularly the Rabardel instrumental approach. The model was constructed as sequence from five prototypes (M1, M2, M3, M4, M5). Each followed the five steps of user-centred design (UCD) methodology. The relations among the four poles of the collective activities of instrumented situations (CAIS) model, adapted from Rabardel s model, were used as an instrumental analysis of each prototype's. There were poles of this model: blind student (S), tactile model (I), bcP (O) researchers/specialists (P). After conclusion of the analysis, M5 was validated as the (I) of this thesis for learning bcP by blind students. This, in turn, was composed of a board, two hundred and forty letters EVA terry and flat, seven hives, three hundred toys, a stroller, two plastic covers (terry and flat) to sort and tasks. The participants were four students with acquired blindness, one from Sao Paulo and three from Bahia. The investigation of the model's capability was based on the concept of usability, i.e. effectiveness, efficiency and satisfaction, in accordance with Nielsen's design principles. The bcP were approached from the perspective of the probabilistic literacy model proposed by Gal to solve a sequence of tasks in the situation known as Jefferson's random walks. The model has the potential to be used as a DM in the educational environment, especially in learning bcP. It was considered to be an efficient tool for moulding curricular adaptations to meet the needs of blind students in solving tasks. It was also considered effective for presenting a configuration that allowed experienced students or beginners to develop similar strategies for solving the tasks, demonstrating skills and increasing speed of movement on the board and records in hives. The physical arrangement of the model, with its aesthetic and minimalist design, showed a level of usability adequate to meet the students' needs. Finally, the model proved to be an MD compatible with the physical characteristics of the students, who used touch to gather information and said they were satisfied with the model. Moreover, it seemed to be in accordance with the predetermined dimensions of efficiency, effectiveness and satisfaction in terms of learning bcP. It enabled the students, for example, to demonstrate competence and proficiency in the random experiment and the construction of pictograms. Regarding limitations encountered, the MD did not allow students to act with autonomy during the experiment. To minimize this limitation, the researcher played the role of facilitator between the MD, the student and the bcP. It is hoped that this DM will contribute to inclusive education, even though its presence in the classroom does not guarantee by itself the learning of bcP / Esta tese teve como objetivo identificar a potencialidade de um material didático (MD), do tipo maquete tátil, para a aprendizagem de conceitos básicos de Probabilidade (cbP) por alunos cegos. A pesquisa, de cunho qualitativo, investigou a concepção, construção e avaliação do MD e, para tal, procedeu com as adaptações necessárias para atender ao objetivo estabelecido. A fundamentação teórica utilizada adveio da Ergonomia Cognitiva, particularmente, da abordagem Instrumental de Rabardel. A maquete foi construída de forma sequenciada a partir de cinco protótipos (M1, M2, M3, M4, M5). Cada construção seguiu as cinco etapas da Metodologia do Design Centrado no Usuário (DCU). Foi utilizado a análise instrumental de cada protótipo as relações entre os quatro pólos do modelo das situações de atividades coletivas instrumentadas (S.A.C.I.), adaptado do modelo de Rabardel. Foram polos: aluno cego (S), maquete tátil (I), cbP (O), pesquisadores/especialistas (P). Após análise, o M5 foi validado como o I desta tese para a aprendizagem de cbP por alunos cegos. Este I, por sua vez, foi composto por: um tabuleiro, duzentos e quarenta cartas em EVA atoalhado e liso, sete colmeias ou artefatos de registro, trezentos brinquedos, um carrinho, duas tampas plásticas para sorteio e as tarefas. Participaram da pesquisa quatro alunos cegos da Educação de Jovens e Adultos, especificamente com cegueira adquirida, sendo um deles de São Paulo e três da Bahia. A potencialidade da maquete foi investigada a partir do conceito de usabilidade, ou seja, eficácia, eficiência e satisfação na perspectiva dos princípios de design de Nielsen. Os cbP foram abordados sob a ótica do modelo de letramento probabilístico proposto por Gal, na sequência de tarefas dentro da situação que denominamos Os passeios aleatórios do Jefferson. A maquete apresentou potencial para ser utilizada como MD no ambiente educacional, na aprendizagem de cbP. Ela foi considerada como eficiente por ser um instrumento facilmente moldável às adaptações curriculares para atender as necessidades dos alunos cegos na resolução das tarefas. Igualmente foi considerada eficaz por apresentar uma configuração que permitiu que alunos experientes ou inexperientes com maquetes desenvolvessem estratégias semelhantes na resolução das tarefas, demonstrando competência e ritmo crescente em seus movimentos sobre o tabuleiro e registros nas colmeias. O arranjo físico da maquete, com sua estética e design minimalista, apresentou um nível de usabilidade adequado para atender os alunos. Por fim, pode-se afirmar que a maquete se mostrou um MD coerente com as características físicas dos alunos que utilizam o tato para coletar as informações, os quais se disseram satisfeitos com sua utilização. Além disso, ela pareceu estar em conformidade com as dimensões pré-estabelecidas de forma eficiente, eficaz e satisfatória para a aprendizagem dos cbP, pois possibilitou aos alunos, por exemplo, demonstrar competência e proficiência no experimento aleatório e na construção de pictogramas. Entres as limitações, o MD não permitiu aos alunos agirem com autonomia durante o experimento. Para minimizar tal limitação, a pesquisadora desempenhou o papel de facilitadora entre o MD, o aluno e os cbP. Espera-se com este MD contribuir para o processo educacional inclusivo, ainda que se tenha consciência de que sua presença em sala de aula não garanta, por si só, a aprendizagem dos cbP

Made available in DSpace on 2014-12-17T15:04:45Z (GMT). No. of bitstreams: 1 LorenaGFB.pdf: 460479 bytes, checksum: aa12e0a9baa8d74666214337a2a8c5f5 (MD5) Previous issue date: 2006-05-19 / Nowadays there are many reasons that aim to include people with special necessities, like those with visual deficiency, in the world of work, education, and in the society as a whole. However it is observed that when we talk about schooling inclusion, especially in High School, there is a huge gap between the theory and the practice. The lack of didactic resources, the inadequate installations, unprepared teachers, the families? lack of information, are some of the factors that hinder the process of inclusion. Furthermore, the educators also have to deal with the roughness of the disciplinary contents and, refering to the study of Chemistry, with the use of signals related to this subject?s language. So, the objective of our research is to reflect about the apprehension of this language by the visually handicapped people, and try to contribute with their process of inclusion in the school life. On this perspective we work with the Periodic Table, which constitutes one of the indispensable tools necessary to the Chemistry learning. In order to acomplish it, the way followed by us happened in three passages. Initially, by means of a semistructured interview, we tried to get acquainted with the blind students opinion, who were participating in the research about the Periodic Table used by them throughout High School, as well as the dificulties felt when using it. After getting the answers, the Table was reelaborated to fill those students?necessities. Here, two new Tables were designed, one in Braille which shape is more compacted, and another made with high printed dots, built with sand and glue. On the third moment, the new designed Tables were tested by the students and, by means of a semi-structured interview, we tried to identify if this new resource would solve the problems concerned to the old Table. The students showed that the compacted Tables would facilitate the touch reading of the chemical elements simbols, making it clear and fast. We hope that, with the elaboration of this learning tools we can contribute with one of the elements to favor the effective participation of blind students in Chemistry classes, when studying the Periodic Table / Na atualidade, in?meras s?o as raz?es que visam ? inclus?o de pessoas com necessidades especiais, dentre essas, aquelas com defici?ncia visual, no mundo do trabalho, na educa??o, e na sociedade como um todo. Entretanto, observa-se que em se tratando da inclus?o escolar dessas pessoas, especialmente no Ensino M?dio, h? um enorme distanciamento entre a teoria e a pr?tica. A falta de recursos did?ticos, as instala??es f?sicas inadequadas, o despreparo dos professores, a desinforma??o das fam?lias, s?o alguns dos fatores que emperram o processo de inclus?o. Al?m disso, os educandos deparam-se tamb?m com a aridez dos conte?dos disciplinares e, no caso do estudo da Qu?mica, com a utiliza??o dos signos relativos ? linguagem que ? concernente ? mat?ria. Logo, o objetivo de nossa pesquisa ? refletir sobre a apreens?o dessa linguagem pelas pessoas com defici?ncia visual, com vistas a contribuir para o seu processo de inclus?o escolar. Nessa perspectiva, trabalhamos com a Tabela Peri?dica, que se constitui em uma das ferramentas indispens?veis para apropria??o do conhecimento qu?mico. Para tanto, o percurso metodol?gico adotado foi realizado em tr?s etapas. Inicialmente, por meio de uma entrevista semi-estruturada, procurou-se conhecer a opini?o de alunos cegos, participantes da pesquisa, sobre a Tabela Peri?dica que utilizaram no Ensino M?dio, bem como as dificuldades sentidas no seu manuseio. A partir das respostas obtidas, a tabela foi re-elaborada para atender ?s necessidades destes alunos. Nessa etapa, foram constru?das duas tabelas, uma em Braille cuja forma ? mais compacta, e a outra em alto relevo, confeccionada com areia e cola. Na terceira etapa, as tabelas elaboradas foram submetidas a an?lise dos participantes e por meio de entrevista semi-estruturada procurou-se identificar se esse recurso atendia ?s solicita??es feitas pelos alunos quanto ao manuseio. Os participantes sinalizaram que as tabelas compactas facilitavam a leitura t?ctil dos s?mbolos dos elementos qu?micos de forma mais ?gil e clara. Espera-se que, com a elabora??o dessas ferramentas, possamos contribuir com mais um dos elementos a favorecer a participa??o efetiva de alunos cegos nas aulas de Qu?mica, ao estudar a Tabela Peri?dica

Made available in DSpace on 2016-04-27T16:57:49Z (GMT). No. of bitstreams: 1 dissertacao karina andrezzo.pdf: 1135963 bytes, checksum: 3dd93f8487f3f29db82548fd1e1745ac (MD5) Previous issue date: 2005-04-08 / ABSTRACT This study aimed to identify factors that contribute to the understandings of algebraic expressions constructed by blind students. To this end, it involved the design of situations that would enable the participation of blind high-school students (Brazilian Ensino Médio) in generalizing activities. The research was inspired by Vygotsky s visions of the social integration and intellectual development of learners with special needs. The use of an approach to algebra emphasizing generalizations based on the patterns underlying sequences presented as spatial arrangements has been supported by various researchers in Mathematics Education, this study was informed particularly by the work of Küchemann (1981), Booth (1988) and Mason (1996). In the first phase of the research, materials based on the use of magnets to represent dynamic elements of sequences were designed and tested. The second phase involved five blind students in completing a preliminary activity, elaborated to obtain data about their performance on traditional algebra exercises followed by a series of interviews, during which each students worked through a set of seven generalizing activities. The analysis of the students responses to the preliminary activities indicated that the students had difficulties in dealing with three of six categories for interpreting letters in algebraic expressions described by Küchemann (1981), letter as specific unknown , letter as generalized number and letter as variable ; and identified errors committed during the simplification of expressions. Analysis of the interview data was based on the strategies the students used to construct mathematical generalizations. These analyses highlighted a process by which the external marks (the magnets and their organizations) were gradually internalized through the manipulations and articulations by which the learners strived to get a sense of algebraic expressions. / Nesta pesquisa, buscamos identificar fatores que contribuíram na apreensão de expressões algébricas por alunos sem acuidade visual. Para isto elaboramos atividades que facilitassem sua participação em atividades de generalização. O estudo se desenvolveu com alunos do Ensino Médio e tem como ponto de partida a posição de Vygotsky referente à integração social do aluno portador de alguma deficiência e seu potencial para um desenvolvimento normal. A sugestão de abordagem algébrica através de generalizações de padrões figurativos teve suporte de vários pesquisadores em educação Matemática, em particular, os estudos e considerações de Küchemann (1981), Booth (1988) e Mason (1996). A primeira fase da pesquisa envolveu a elaboração das atividades e dos materiais manipulativos, através dos quais os alunos s.a.v. poderiam ter acesso às seqüências de padrões figurativos. A segunda fase constituiu-se de uma Atividade de Sondagem composta por itens que envolviam noções algébricas e cinco entrevistas onde foram trabalhadas sete seqüências cujos padrões eram representados por ímãs de formas geométricas. A análise da Atividade de Sondagem possibilitou que identificássemos as dificuldades dos alunos em lidar com três das seis categorias descritas por Küchemann (1981), letra como uma incógnita específica , letra como número generalizado e letra como variável ; e alguns erros cometidos pelos alunos durante as simplificações. Quanto à análise das tarefas, esta, procedeu das estratégias usadas na evolução das generalizações matemáticas. Nossas análises indicaram um processo gradual de internalização das marcas externas (os imãs e suas organizações) através das manipulações , articulações e na tentativa de atribuir significado algébrico às letras em expressões algébricas ( constituindo um sentido para ).

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-05-23T20:34:33Z No. of bitstreams: 1 ElizaOliveiraRocha.pdf: 1586885 bytes, checksum: 9c148927a5191e490b22f540d4257a72 (MD5) / Made available in DSpace on 2017-05-23T20:34:33Z (GMT). No. of bitstreams: 1 ElizaOliveiraRocha.pdf: 1586885 bytes, checksum: 9c148927a5191e490b22f540d4257a72 (MD5) Previous issue date: 2016-07-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research intends to present a musical-pedagogical work with blind students in the regular classes of the educational system in the Enforcement school of the Federal University of Maranhão - COLUN/UFMA. Therefore, it will bring the main international and national laws and documents that treat the education as a right of all, since 1945, when was created the ONU, until nowadays, which have influence in the daily teaching labor. It will also contextualize, historically, the music teaching trajectory and the universal feature that it has taken during the 20th century and beginning of the present century. And finally, it will make a musical-pedagogical experience which was developed in COLUN/UFMA with the the blind and non-blind students in the regular classes of the educational system as a music workshop. In this context, we intend to answer the following problem “How can we teach music for the blind students of the regular classes in COLUN/UFMA?”. In an analitic-descritive, and qualitative approach, this research uses the search-action modality. The date of this research were colected in field survey, through direct personal observation, record of the classes gotten by reports, pictures, audio and video records and semi-structured interviews searching for a feedback from the students about the focused proposal. It was shown by the results that, the teachers need to know the legal references about the education for all, and the innovations discovered in the musical-pedagogy in order to draw a methodological way that can be executed in a manifold context, which the referrals must be flexile and reach all the students. / Esta pesquisa procura relatar uma experiência pedagógico-musical desenvolvida no Colégio Universitário da UFMA com alunos cegos no contexto da classe regular de ensino. Para isso apontará as principais leis e documentos internacionais e nacionais que tratam da educação como direito de todos, mais efetivamente desde o ano de 1945, na ocasião da criação da ONU, até os dias atuais e que influenciam nossa prática docente diária. Também contextualizará historicamente a trajetória do ensino de música e o carácter universal que ele foi adquirindo ao longo do século XX e início do presente século. E por fim, realizará um trabalho pedagógico-musical, no formato de oficina de música, desenvolvida no Colégio Universitário da UFMA com alunos cegos no contexto da classe regular de ensino. Neste sentido, pretende-se responder ao seguinte problema: “como ensinar música para alunos cegos no contexto de uma classe regular de ensino no COLUN/UFMA?”. De caráter analítico descritivo e abordagem qualitativa, esta pesquisa se utiliza da modalidade de pesquisa-ação. Os dados foram coletados em pesquisa de campo, através de observação pessoal direta, registros de aulas por meio de relatórios, fotos, gravações em áudio e vídeo, além de entrevistas semi-estruturadas buscando obter o feedback dos alunos com relação à proposta em questão. Os resultados revelam que o professor precisa conhecer as referências legais sobre a educação para todos e as inovações e descobertas no campo da pedagogia musical a fim de traçar um caminho metodológico possível de ser trabalhado em um contexto múltiplo, cujo os encaminhamentos sejam flexíveis e que contemplem todos os alunos.

Made available in DSpace on 2015-04-16T15:23:21Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2565602 bytes, checksum: 1287d4cae804672906d58ad619f8d721 (MD5) Previous issue date: 2012-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present paper aims to elucidate the informational actions used for the attendance of the social and informational needs of blind students at Campus 1 of the Federal University of Paraíba, identifying their informational needs and barriers more pertinent in the search and use of information. The methodology used Bardin s Analysis, by means of the categorization process based on Sense Making model of Brenda Dervin which, by means of meaning construction, intends to apprehend how users make sense through a subjective perspective. The obtained results revealed that there are some barriers, among them, informational, attitudinal and technical ones. Also, these barriers are not only for the blind student, but also among professors, in relation to the inclusive process, and the own University in the role of manager of possibilities, because it does not enable the usability of assistive technologies as a factor of digital inclusion in the entire educational context. The conclusion is that there is lack of pedagogical (in)formation of professors to change their social and educative praxis, as well as it suggests the realization of new researches about this problematic which reflects in the formation of professors and in the noiseless positioning of universities in relation to people with special needs. / Este trabalho tem como objetivo esclarecer as ações informacionais utilizadas para o atendimento das necessidades socioinformacionais dos universitários cegos do Campus 1 da Universidade Federal da Paraíba (UFPB), identificando as suas necessidades informacionais e barreiras mais pertinentes na busca e uso da informação. A metodologia utilizada foi a análise de Bardin através do processo de categorização embasada no modelo Sense Making de Brenda Dervin, que através da construção de sentido visa apreender como os usuários fazem sentido através de uma perspectiva subjetiva. Os resultados obtidos revelaram que existem algumas barreiras, entre elas, as informacionais, atitudinais e técnicas, não só para o universitário cego como também entre os docentes, em relação ao processo inclusivo, como da própria Universidade por ser gestora de possibilidades, em não viabilizar a usabilidade das tecnologias assistivas como fator de inclusão digital em todo o seu contexto educacional. Conclui que falta (in)formação pedagógica dos docentes para mudar sua práxis educativa e social, assim como sugere a realização de novas pesquisas voltadas para essa problemática que se reflete no aspecto sociocultural da formação do educador e no posicionamento silencioso das universidades diante dos portadores de necessidades especiais.

Made available in DSpace on 2016-03-15T19:41:57Z (GMT). No. of bitstreams: 1 Juliana Rocha Silva.pdf: 1469213 bytes, checksum: 784028a8952bd4f2dd598e78fe28fca8 (MD5) Previous issue date: 2010-06-23 / The focus of this study is on the teaching of mathematics, trying to understand how the teacher education takes place for those working with blind people. To carry out this study, we chose Padre Chico Institute for the Blind, an elementary school specialized in teaching blind students, located in the area of Ipiranga, Sao Paulo, SP. Many aspects were observed, among which, their facilities, the available resources, the practice of the math teacher and the materials she made use of in order to teach. An interview was also conducted with the teacher as to understand her teacher education and professional learning in this specific field. In light of Shulman s theory and references about reflexive teachers, we were able to analyze this teacher s track record focusing on the factors that contributed to her professional success. The results indicate the teacher s personal will to seek the necessary knowledge to teach and to build up the adequate resources for the students to learn the math contents. It is also noted the importance to encourage teachers to work with students who have special education needs and the need for the teaching institutions to consider the different contexts of practice as part of internships and a matter of reflection for teacher students. This would create opportunities for the construction of specialized knowledge regarding this teaching. / Nesta pesquisa, trazemos como foco o ensino da Matemática, na busca por entender como se configura a formação e a prática de professores licenciados nessa disciplina que exercem a docência junto a alunos cegos. Para a realização do estudo foi escolhido o Instituto de Cegos Padre Chico, uma escola de ensino fundamental especializada no ensino para alunos deficientes visuais, localizada na região do Ipiranga, em São Paulo SP. Neste espaço foram observadas as instalações, os recursos disponíveis, a prática da professora de Matemática, e os materiais usados por ela para ensinar. Também foi realizada uma entrevista com a professora tendo em vista conhecer sua formação e sua aprendizagem profissional nesse campo específico. À luz das teorias de Shulman e de referenciais sobre o professor reflexivo analisamos a trajetória dessa professora buscando os fatores que contribuíram para seu sucesso profissional. Os resultados indicam a disposição pessoal da professora em buscar os conhecimentos necessários para ensinar e em construir os recursos adequados para os alunos aprenderem os conteúdos matemáticos. Indica-se a importância de sensibilizar professores para atuarem com alunos com necessidades educativas especiais e a necessidade de as instituições formadoras considerarem como campo de estágio e objeto de reflexão dos licenciandos os diferentes contextos da prática, proporcionando oportunidades para a construção de conhecimentos especializados sobre o ensino.

In the context of social inclusion, there are many and constant challenges faced by teachers in classrooms. Particularly, regarding the process of teaching and learning mathematics, the difficulties are even bigger, mostly when dealing with blind students. The main objective of this research was to know and analyze such difficulties, as well as understand which methodologies are used by Mathematics teachers that work with blind students in their classrooms. For this, it was decided to develop a case study in a public school in Santa Maria, Rio Grande do Sul, Brazil with an eighth grade class in which a blind student studies. In addition to observing classes, some other research instruments were used, such as a questionnaire with teachers and an interview with the school special educator. Theoretical foundation shows a historical review about the social inclusion policies and a little about the assistive technologies used by blind students to facilitate the process of studying and learning mathematics by them. Then, the adapted teaching materials which have been made to develop a didactic sequence in a class with blind students are presented. This activity was indented to help teachers in classrooms, showing that it is possible to develop methodologies that allow an integrated work with all the class students, which somehow interferes positively in the process of teaching and learning mathematics. In analyzing the data it used Bardin 's content analysis where the categories found and listed during the research were described . During the research, we sought to understand how is going to include in a regular education class, having as one of the research subjects the mathematics teacher who normally does not have special training to work in the context of inclusion. We also seek to show that mathematics when contemplating the use of concrete manipulatives in the classroom , makes this more enjoyable discipline for the student and gives opportunity greater integration among all students, including students with disabilities . / No contexto da inclusão, os desafios enfrentados por professores em sala de aula são muitos e constantes. Especificamente, em relação ao processo ensino e aprendizagem de matemática, as dificuldades são ainda maiores, principalmente quando se trata de alunos cegos. O principal objetivo da pesquisa foi conhecer e analisar tais dificuldades, bem como compreender quais metodologias são usadas pelos professores de matemática que possuem alunos cegos em suas salas de aula. Para isso optou-se por realizar um estudo de caso em uma escola da rede pública de Santa Maria/RS, com uma turma de oitavo ano que tem um aluno cego incluído. Além da observação de aulas, foram utilizados, como instrumentos de pesquisa, o questionário com professores e a entrevista com a educadora especial da escola. Na fundamentação teórica é apresentado um resgate histórico sobre as políticas de inclusão e um pouco sobre as tecnologias assistivas utilizadas por alunos cegos para facilitar o processo ensino e aprendizagem da matemática por parte destes alunos. São apresentados também, materiais didáticos adaptados que foram confeccionados para o desenvolvimento de uma sequencia didática em uma turma que possui um aluno cego incluído. Essa atividade teve como finalidade auxiliar os professores em sala de aula, demonstrando ser possível desenvolver metodologias que possibilitem trabalhar de maneira integrada com todos os alunos da turma o que, de certa forma, interfere de forma positiva no processo ensino e aprendizagem da Matemática. Na análise dos dados foi utilizada a Análise de Conteúdo de Bardin onde foram descritas as categorias encontradas e elencadas ao longo da pesquisa. No decorrer da pesquisa, buscamos compreender de que maneira está ocorrendo a inclusão em uma classe regular de ensino, tendo como um dos sujeitos da pesquisa o professor de matemática que normalmente não possui formação específica para atuar no contexto da inclusão. Também procuramos mostrar que a matemática, quando contempla o uso de materiais concretos e manipuláveis em sala de aula, torna essa disciplina mais prazerosa para o aluno e oportuniza uma maior integração entre todos os alunos, incluindo os alunos que apresentam alguma deficiência.

El acceso a la información administrativa universitaria (información provista por una institución educativa, tal como horarios, notas, pagos), es de suma importancia para los alumnos, y suele darse por medio de una intranet universitaria. Sin embargo, para los alumnos invidentes, acceder a la información brindada por medios virtuales es complicado, ya que no logran adaptarse a la distribución exacta de botones, íconos e hipervínculos. A pesar de que existen herramientas asistivas que buscan mejorar la experiencia del universitario invidente, la adquisición de estas representa un costo elevado para las instituciones educativas, y, en conjunto, estas no permiten al usuario el acceso a la intranet de manera rápida e independiente. A raíz de ello, el presente proyecto tiene como objetivo implementar una solución tecnológica que actúa como una interfaz entre una intranet universitaria y un alumno invidente, permitiendo el acceso de manera sencilla a las opciones con mayor uso a través de una aplicación móvil. La finalidad de esta es enviar señales de voz al usuario mientras que este desliza su dedo por la pantalla, ya que se encuentra integrada con un lector de pantalla. Los resultados obtenidos demuestran que la solución propuesta es un medio de interacción adecuado para los usuarios invidentes, ya que reduce el tiempo del proceso habitual para acceder de a su información administrativa universitaria. Además, sin necesidad de haber tenido experiencia previa con teléfonos inteligentes, el usuario será capaz de navegar por la aplicación de manera sencilla e intuitiva. / Access to administrative information (information provided by an educational institution, such as schedules, grades, payments) crucial for university students, and is usually provided through an intranet. However, for blind students, accessing information from a website is complicated, because they are unable to adapt to the exact distribution of buttons, icons and links. Although there are assistive technologies that seek to improve a blind student’s experience, the acquisition of these tools represents a high cost for educational institutions, and, what is more, these technologies summed up together do not accomplish the objective of allowing the user to access the intranet in a fast and independent way. As a result, this project aims to implement a technological solution that acts as an interface between a university intranet and a blind student, allowing him or her access to the most widely used options in a simple way through a mobile application. The purpose is to send voice signals to the user while he or she slides his or her finger across the screen, since it is integrated with a screen reader. The obtained results show that the proposed solution is an optimal way of interaction for users because it shortens the time of the intranet access process. In addition, even blind people without previous experience using smartphones would navigate through the application in a simple and intuitive way. / Tesis

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)