Experimentações pedagógicas para crianças com deficiência visual

Abstract

The present work aimed to analyze how the pedagogical experiment assists in the construction of the notions of the visually impaired child about the natural world in the initial years. To reach this goal was first identified with spontaneous conceptions of students on the notions of natural world, as sensory experiences help in the learning process of these students, we learn how the students construct their knowledge and reflect how the pedagogical practice favors the students' learning, having as a research problem the following question: How do visually impaired children construct the notions about the natural world from pedagogical mediation? And to answer this question we use the following guiding questions: What pedagogical approaches should be undertaken so that visually impaired children may have an apprehension about the notions of the natural world? What would be the role of the teacher in this educational process of the child? How do the child's family and social relationships interfere with their learning? In this study the subjects of the research were three students of the State Public Network of Manaus, a specialist in Teaching children with visual impairment, between 4 and 15 years old, were regularly enrolled in elementary education I. The research carried out is of a qualitative nature, and its approach is ethnographic, with the instruments of data collection being participant observation, play experiments, interviews with parents and teachers. In these pedagogical experiments it was observed that playfulness is a facilitator of the learning process, in which in the development all showed curiosity in relation to what was proposed for them, realizing an account, a generalization of objects, lived experiences and this empirical knowledge come from the family environment. Our theoretical contribution was Piaget in the development stage of the child, in the construction of his knowledge during the school phase, also intertwining within this process the body and the autonomy and heteronomy of the student. In the results and discussions we verified that there is a commitment of the teachers in the school process that construct different activities all the time to contribute to the formation of the child, with more varied types of materials, making the necessary adaptations for the same, the relevance of the work is very great , because he showed part of the pedagogical work done with the children, the students in a playful way showed us a little of their family experiences, their preferences that maybe can point out ways for students with the same specificities.

Keywords: visual deficiency, pedagogical mediation, knowledge construction, natural world.