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Previous issue date: 2014-03-26 / This paper had as main objective to understand the school inclusion process of students with visual impairments from the perception of mathematics teachers, teachers of specialized educational services and educational managers. With this, we attempted to identify how mathematics teachers and specialized educational services teachers are developing their roles, to identify the supports offered by specialized educational services to visually impaired students and to mathematics teachers, identifying the relationships established between specialized educational services teachers, mathematics teachers and students with visual impairment, to analyze how mathematics teachers, specialized educational services teachers and educational managers perceive school inclusion of students with visual impairments. Thirteen subjects were interviewed: three mathematics teachers, four specialized educational services teachers, two students with visual impairments from high school, two educational managers who work in sectors related to school inclusion and also, two professionals who work to qualify teachers to operate at specialized educational services with Technology assistive applied to the educational context. The research was a qualitative nature, one type of case study, and had their data analyzed by Textual Discourse Analysis. In this analysis, three categories emerged and they termed as, "The different roles of those involved in scenario of school inclusion", "The role of institutions" and also "The school inclusion process of students with visual impairments" In the first category discusses the role assigned to mathematics teachers and to specialized educational services teachers, also, what is expected from students with visual impairments and from their families in the view of the research subjects. In the second category are evident as interviewees perceive the school and the State assignments so the inclusion of students with visual impairment indeed occurred. In the third category discusses how the process is going to school inclusion of students with visual impairments, as relationships are established between the subject and the resources that encouraged inclusiveness. Among other results, the analysis showed that students with visual impairments are being well covered with teaching resources, but still lack coordination and partnership among mathematics teachers and the specialized educational services teachers because they are working in isolation from others. / Este trabalho teve como objetivo geral compreender o processo de inclus?o escolar do aluno com defici?ncia visual a partir da percep??o de professores de matem?tica, professores do atendimento educacional especializado e gestores educacionais. Para isso buscou-se identificar como os professores de matem?tica e do atendimento educacional especializado est?o desenvolvendo suas fun??es; identificar os apoios oferecidos pelo atendimento educacional especializado aos alunos com defici?ncia visual e aos professores de matem?tica; identificar as rela??es estabelecidas entre professores do atendimento educacional especializado, professores de matem?tica e alunos com defici?ncia visual; analisar como professores de matem?tica, professores do atendimento educacional especializado e gestores educacionais percebem a inclus?o escolar dos alunos com defici?ncia visual. Foram realizadas entrevistas com treze sujeitos, sendo tr?s professores de matem?tica, quatro professores do atendimento educacional especializado, dois alunos com defici?ncia visual do ensino m?dio, duas gestoras educacionais que atuam em setores relacionados ? inclus?o escolar, e ainda, duas profissionais que trabalham com capacita??o de professores para atuar no atendimento educacional especializado com Tecnologia Assistiva aplicada ao contexto educacional. A pesquisa foi de cunho qualitativo, do tipo estudo de caso, e teve seus dados analisados pela An?lise Textual Discursiva. Desta an?lise emergiram tr?s categorias sendo elas denominadas como, Os diferentes pap?is dos sujeitos envolvidos no cen?rio da inclus?o escolar, O papel das institui??es e ainda O processo de inclus?o escolar dos alunos com defici?ncia visual. Na primeira categoria discute-se o papel atribu?do aos professores de matem?tica e do atendimento educacional especializado e, tamb?m, o que se espera do aluno com defici?ncia visual e de sua fam?lia na vis?o dos sujeitos da pesquisa. Na segunda categoria evidenciam-se como os entrevistados percebem as atribui??es da escola e do Estado para que a inclus?o do aluno com defici?ncia visual ocorra de fato. Na terceira categoria discute-se como est? ocorrendo o processo de inclus?o escolar dos alunos com defici?ncia visual, como as rela??es entre os sujeitos est?o estabelecidas e quais os recursos que favorecem a inclus?o. Entre outros resultados, a an?lise evidenciou que os alunos com defici?ncia visual est?o sendo bem contemplados com recursos did?ticos, mas que ainda falta parceria e articula??o entre os professores de matem?tica e do atendimento educacional especializado, pois est?o trabalhando de forma isolada.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3474 |
| Date | 26 March 2014 |
| Creators | Petr?, Caroline da Silva |
| Contributors | Gessinger, Rosana Maria |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, PUCRS, BR, Faculdade de F?ca |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 3565627554998330423, 500, 600, 6574392640991280001 |
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