Abstract:

This paper is an account of a teaching experience in the area of mathematics in Federal Technological University of Paraná Campo Mourao Campus in the years 2009 and 2010, with a student with a visual impairment. In the first half of 2009, and similarly in the following semesters, we had the opportunity to live, with spectacular results, an experience of pedagogy in the discipline of Mathematics I on the course of the Technical Degree in Computer Science. First, it constitutes an exceptional example of our profession that arose in a meeting / clash between values and educational systems still far from our country, mainly by the fact that the current Law of Guidelines and Bases of National Education - Law No. 9.394/96, Article 59, states that education systems should ensure students curriculum, methods, resources and organization to meet specific needs. This confluence and clash of guidelines were an invitation to the study of teaching paradigms that made us revise the educational practice to become dynamic and efficient with respect to strategies and resources used as indispensable tools for motivation and student interest. These features could not be seen as a solution, but as tools for promotion and stimulation of working in the classroom, especially considering that the student involved has a highly developed insight and visualization with respect to mathematical content.

Keywords:

Social Inclusion, Visually impaired, Mathematics teaching, Learning.