Percepções de professores acerca das estratégias pedagógicas para a inclusão de crianças com deficiência visual em uma escola do campo

Abstract

This research aims to analyze the perceptions of the teachers of the Municipal School Júlia Medeiros about the pedagogical strategies directed to students with disabilities, located in the Municipality of Ipecaetá-Ba. This study was carried out with 02 (two) teachers of the mentioned School that work in the education of children with children who are visually impaired. The methodological approach of this research is qualitative, in which we used the empirical method of the case study type, of a descriptive nature, and the structured questionnaire was used for the instrument for the data collection. The basis for the analysis of the data collected was based on Brazilian legal norms on inclusion, and on authors such as: Vygotsky (1991,1997); Galvão (2010); Lima et al. (2013); Luz, Souza e Souza (2016); Ribeiro (2017); Marins (2019), among others. The results showed that the teachers have developed pedagogical strategies aimed at guaranteeing the inclusion and learning of children with visual impairment, namely: textures, discovery of the flavors and smell of the worked elements; the relationships established between student-student and student-teacher; activities with raised inks, collage, among others. However, the participants emphasize the need for specific training in the area of inclusive education.