Entre labirintos de percepções e conhecimentos sobre deficiência visual: marcas nas práticas pedagógicas de docentes da educação infantil

Abstract

The inclusion of children with visual impairment in the public school has been a daily challenge to teachers, given the learning specificities they present. In Early Childhood Education it is common to hear from the teachers, in the daily school life, of the inexistence of devices aimed at subsidizing them in didactic-pedagogical actions, which guarantee the right of the visually impaired child not only to access, but also to the permanence and quality of education they will receive in the school context. Being aware of this aspect and the importance of the occurrence of a qualitative mediation of teachers in the process of teaching and learning of children with visual impairment, we decided to focus on the field of research with the objective of analyzing conceptions and knowledge of teachers of Early Childhood Education school inclusion, visual impairment – low vision and its implications in pedagogical practices. The research is qualitative approach of the Exploratory type BOGDAN and BIKLEN, 1994, CHIZZOTTI, 2010, applied under the Case Study method. (YIN, 2005; GIL, 2008). For the collection of data we applied a semi-structured interview and non-participant observation in the classroom. The locus of the investigation was a Municipal Infant Education Center - CMEI, in the city of Natal / RN. We proceeded with the data according to the Content Analysis of Bardin (2011), and based on the literature that subsidizes the discussion of the dissertation. It is considered, among other aspects, that: the lack of material compatible with the visual capacity of the child with low vision and the lack of professional qualification in the area of school inclusion are the biggest complaints of the participants of the research; the lack of specific knowledge and concepts rooted around the disabled person - as poor poor, unable to learn - as well as visual impairment - an evil -, mark many of the practices observed with attitudes of disregard and obscurantism, leaving the child with low vision at the mercy of itself; the politically correct discourse is fraught with uncertainties and contradictory actions; perception about the process of inclusion of disabled people in school field of research is seen superficially, as something that is at the level of reception and recognition of what place of child is in school.