O uso do ciclo trigonométrico tátil como recurso didático na educação inclusiva

Abstract

Visual impairment is the total or partial loss of vision, and this is the most common in the Brazilian population. It is the State's duty to ensure that the public school meets the needs of students in this condition, even so, there are still difficulties in adapting and including them. Therefore, this article aims to analyze studies of the application of concrete materials of the inclusive trigonometric cycle for the visually impaired in teaching models, the research was carried out in the databases (SciELO, Editora Realize, Google Scholar, BDTD and Cointer PDVL) to from a systematic review: synthesis of the descriptions of applications found and the integration of the results obtained (meta-analysis). Using this method, after selecting works that contain descriptions of educational practices, it was found that the inclusion of the visually impaired occurs when their perception needs are met, and the teacher can easily work with this public as long as he seeks the community together with the students. seers, not working in isolation. It was found that the interaction, guidance, adaptation and understanding of the teacher, the visually impaired student and the other students is necessary in the inclusive process of practices with the tactile trigonometric cycle.