Inclusão de alunos com deficiência visual: um estudo bibliográfico

Abstract

This Course Conclusion Paper presents an exploratory research based on bibliographic surveys, in which some articles, theses, books were selected that bring clarifications, discussions and questions, with the general objective of understanding pedagogical teaching practices for student development with visual impairment in the regular classroom of regular education. Therefore, the following specific objectives were outlined: to describe the characteristics of visual impairment; understand the role of the school and the teacher regarding the education of students in the same educational space; show accessible communication tools that could be adapted to the curriculum. The main authors supporting this study are: OCHAÍTA and ESPINOSA (2004), who discuss the concepts of visual impairment; FREIRE (1996) and PERRENOUD (2000) when discussing the role of the teacher and teaching practices; MENDES (2014), when bringing Vygotsky's ideas regarding defectology studies; KISHIMOTO (2010) with regard to the importance of play; BRUNO and MOTA (2001) when reporting the subjects' relationships regarding games and play; CAIADO (2006) that emphasizes the importance of political commitment in relation to inclusion; Gil (2000) addresses adapted instruments and the daily life program. Also considered are documents such as: LDB National Education Guidelines and Bases Law (2017); Common Base National Curriculum BNCC (2017); National Curriculum Reference for Early Childhood Education RECNEI (1988), which deal with people's rights as citizens. The study enabled us to understand that the inclusion practices will depend on social, political and educational conditions, being essential the teacher's work together with the collaboration of the entire school team, the family, society and the subject himself.