Uma análise do ensino de língua portuguesa na perspectiva da inclusão do aluno cego no nível médio

Abstract

The present work aims to analyze the teaching of Portuguese in a regular classroom, from the perspective of the inclusion of blind students in the 1st year of high school, in a public school in the municipality of Paragominas. The methodology adopted was based on a qualitative research, of a bibliographic nature, considering the relevance of the theme, from the perspective of some authors who work in their works as obstacles to achieving inclusion, such as Brasil (1994); Sassaki (1997); Karagiannis, Stainback and Stainback (1999); Mantoan (2003); Ferreira and Guimarães (2003) and Marques (2007). As a data collection instrument, questionnaires were adopted with open and closed questions to educators who work at the school in that municipality and document analysis. After application, the questionnaires were reviewed, in order to identify possible errors in filling out the questions, "skipping" or unclear answers, with the aim of possible corrections or, if necessary, discarding, and consequently a new application. The survey results showed that most teachers agree with inclusive teaching in the classroom and that teaching Portuguese to blind students takes an inclusive perspective through the use of resources and accessible teaching materials such as Braille.