Alunos com deficiência visual no ensino regular e o seu processo de Ensino-Aprendizagem

Abstract

Visual impairment is characterized by limitation and loss of basic functions of the visual system. The individual, as a consequence of visual impairment, suffers from limitations and difficulties in adapting to the social environment and when inserted in the school context is not different, may face difficulties to socialize and also to carry out activities. But, in general, is notorious for the extreme skill in other areas. Thus, studies about teaching-learning process of people with disabilities have shown some ways that ensure the insertion of the visually impaired in the regular educational space. This study aims to analyze how the teaching-learning process of the student with visual deficiency occurs in the regular school. Field research was carried out at a school in the municipal public network of São Luís-MA. The methodology adopted was qualitative, using bibliographical and documentary material as guiding tools. In the date collection, observations and semi-structured interviews were used, targeting visually impaired students and the school community. By analyzing the observations and interviews, it was noted that the pedagogical practice is leaving much to be desired, there is a concern to adapt the contents to reality and think of internal actions that provide a better performance. It is considered that the teaching-learning process of the visually impaired student in regular education is a complex task, which requires the educator to look differently in order to perceive and respect the diversity and difference of each student, proposing to attend to the individual and collective specificities of each one. First of all, it is necessary to prepare the professional with lectures, courses, guidelines on how to use the available technologies and resources, since they become essential tools in the teaching-learning process of the student, since teachers are not always able to provide a meaningful learning, and the learner is often seen as a “problem”, staying on the sidelines