Representações de tabelas e gráficos estatísticos para alunos com deficiência visual

Abstract

This research aimed to observe how the tactile reading of tables and statistical graphs can be made and how effective these representations are for the teaching-learning process of students with visual impairments, from the point of view of teachers who teach for this audience of students and of a fifth year of elementary school student. The tables and graphs presented in this work were taken from a mathematics textbook in ink and represented through tactile graphs produced by the Braille Fácil program, the MONET software and handmade with different material artifacts, such as EVA, golden bead material and various types of textures. Our study was based on works and research related to the teaching of statistics, statistical graphic representations and the making of accessible materials for blind and low vision students, especially grapho-tactile. The methodology used in this thesis has a qualitative character and techniques of unsystematic observations, task-based interviews and in-depth interviews for data collection were used. We described the profile of the student and teachers participating in the research and how the congenitally blind student interviewed performed tactile reading of tables and graphs. Specifically, we conducted a pilot study in which we observed two 5th grade mathematics classes of elementary school at the Benjamin Constant Institute (IBC), conducted task-based interviews with a congenitally blind student in this class, and interviewed a teacher from the early years of elementary school, and six math teachers who teach visually impaired learners. In the interviews, we gave the representations of tables and graphs produced by us and those inserted in didactic works in Braille, produced by the Braille Fácil program. The emerging results of the collected data tell us how the interviewed blind learner read tables, bar graphs and sectors made by us and those inserted in braille textbooks, and which representations can be more effective for teaching statistics of visually impaired students, according to interviewees. We noticed that the blind student reaches a satisfactory level of graphic reading and that he prefers the use of handmade graphics to carry out his graphic reading. In addition, the teachers informed us that the use of the textbook in braille adapted for the national textbook program in their classes is unfeasible because it does not meet the particular specificities of their visually impaired students. They also evaluated the materials delivered to the interviewed blind learner, informing us that handcrafted materials are essential for a student's first contact in tactile reading of a table or statistical graph, but may become unfeasible in terms of production, as the teacher who has a greater number of students will have to reproduce a number of materials equal to the number of students he has. Thus, the most part of the interviewees judged that the most viable grapho-tactiles, in didactic terms, are the handmade ones. Already, the most effective representations, in terms of production, are those produced by the MONET program, whose effectiveness can also be observed in the interviews with the blind student participating in this research.