A INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA VISUAL NOS PROCESSOS DE ENSINO E APRENDIZAGEM DO CONCEITO DE FUNÇÃO: UMA REVISÃO DA LITERATURA

Abstract

The objective of this article is to analyze the annals of the main events of Brazilian research theses, catalog of Brazilian publications, national journals and two international journals disseminated in Brazil on the inclusion of visually impaired students and the teaching and learning processes of the concept of function in Mathematics was carried out in this study. A qualitative approach was used for a systematic analysis of the literature on above topic, using the on the United Nations (UN) Convention on the Rights of Persons with Disabilities (2006) as a temporal mark for the academic production on this topic. The literature published between 2006 and 2020 was collected from the main data bases. The findings have shown that the reading and the comprehension of the mathematical symbols in Braille could be enhanced if these symbols were replaced. It is also important to point out that blind students usually read across lines in Braille, which is different in the reading of tactile materials with graphs or functions. The analyzed studies also advocate the use of materials and methodologies which will support teacher and students to overcome the visocentric approaches in the teaching and learning processes of Mathematics.