Régua tátil: subsídios para a formação de professores como recurso pedagógico em contextos inclusivos

Abstract

We live in an age of different types of technology, a time when the ways in which knowledge is appropriated have undergone a number of transformations. In this context, teaching needs to be possible, accessible, democratic and provide efficient and effective education. The general aim of this master's research is to present the tactile ruler as a technological tool that contributes to equitable and inclusive practices for basic education math teachers. Its specific objectives are: 1) to analyze the contributions of educational technologies to the inclusive teaching process; 2) to discuss how the resource - tactile ruler - can facilitate the appropriation of the mathematical concept; 3) to explain the applicability of the tactile ruler and its use in approaching the content: natural numbers. The study prioritizes teacher training and the re-signification of the teaching of the concept of number through the tactile ruler, by recognizing the difficulties faced by teachers of the subject of Mathematics. The concept of Active Methodologies was chosen to guide the actions of the research, as these consider the student as the protagonist of their learning process, stimulating innovation, creativity, criticality and reflection, as well as the incorporation of technologies in education (Garcia-Valcárcel, 2017). Continuing teacher training updates and promotes qualification for the use of new technologies in the classroom. Pretto (2017) corroborates this view, stating that teacher training should be an ongoing process, keeping pace with technological and pedagogical changes. Kenski (2012) emphasizes the need to integrate technologies into the school curriculum, with a view to meaningful learning and improving the quality of teaching. Thus, the tactile ruler allows students to use touch to develop mathematical abstractions, making concepts such as the sum of whole numbers more concrete and understandable. Translated with DeepL.com (free version). The guiding question is how the tactile ruler contributes to democratic, accessible and inclusive mathematics teaching, contributing to teaching practice and improving the teaching and learning processes of teachers in the Maceió public school system. The research involved a systematic review of the literature on inclusive pedagogical resources in teacher training, a search for auxiliary technological tools for non-vision impaired people and two meetings to present and discuss the Technical-Technological Product - Booklet. The qualitative, exploratory and interventionist methodology employed enabled data to be generated and analyzed. The booklet was designed as an educational support for math teachers, presenting the applicability and use of the tactile ruler in teaching the concept of natural numbers. The results presented indicate the teachers' interest in using the tool when teaching the concept of natural numbers.