A inclusão escolar dos estudantes com deficiência visual no Instituto Federal de Educação, Ciência e Tecnologia do Piauí: com a palavra o aluno!

Abstract

The theme of this research is the teaching offered at the Federal Institute of Education of Piauí – Teresina Central Campus for the inclusion of students with visual impairments. The concern with the learning of these students with visual impairments generated a question that constitutes the research question: Considering the perspectives of students with visual impairments, how can school inclusion contribute to the learning process of these students at the Federal Institute of Piauí, in Teresina Central Campus? The general objective of the research was to analyze the conceptions of inclusive teaching of students with visual impairments, with a view to contributing to their learning at the Federal Institute of Piauí, on the Teresina Central Campus and, based on this knowledge, providing teachers with theoretical and practical support. for the construction of effectively inclusive pedagogical practices within EPT. To achieve these objectives, we chose some specific objectives: reflect on the foundations of inclusive education, differentiating school inclusion from school integration, investigate how inclusive teaching is effective in EPT, learn about NAPNE and its role in EPT, learn about and analyze the concepts of school inclusion of students with visual impairments at the Federal Institute of Piauí – Teresina Central campus. Build an educational product (EP) based on the theme covered in the dissertation. The methodology applied includes a literary review on issues involving the research topic, as well as conducting interviews with four visually impaired students from undergraduate courses at the Federal Institute of Piauí - Teresina Central campus, interviews that were used as a basis in the production of a teaching guide (Educational Product). At the end of the research, it was possible to understand the perceptions of inclusive teaching of students with visual impairments at the Federal Institute of Piauí – Teresina Central and provide teachers with theoretical support so that they can reflect on their pedagogical practices for students with visual impairments, and the Based on this reflection, build a pedagogical approach that effectively includes students with visual impairments within EPT. This research is qualitative and, in relation to the procedures adopted for data collection, it can be classified as field research. At the end of this study, it can be inferred that, based on students' perceptions about school inclusion and the theoretical discussions raised, the process of learning in a more autonomous way and with greater interaction with their peers. It is known that the issue of school inclusion for people with visual impairment is a complex issue and as such is not exhausted here, on the contrary, the reflections presented only constitute a starting point for other studies on this topic.