Compreensões sobre Atendimento Educacional Especializado para alunos com deficiência visual no contexto da Educação (Matemática) Inclusiva em Campo Grande/MS

Abstract

This research aimed to understand how the Specialized Educational Service is configured for students with visual impairments in the context of Inclusive Mathematics Education in the city of Campo Grande, located in Mato Grosso do Sul. The methodology used to carry out this work was of an ethnographic nature, as we appropriated some elements of Ethnography, such as participant observation, interviews, and taking some notes in a notebook. The entire observation phase took place in a public school in Campo Grande, in this school has a Multifunctional Resource Room, where the Specialized Educational Service is offered to students with visual impairments, and most of them, studies at another public school, the State Center for Youth and Adult Education. Through the analysis, it is possible to understand that School Mathematics is present in the Specialized Educational Service and, through resources and materials adapted by the specialized teacher who works there, students with visual impairments have managed to remain in regular education. It was also possible to understand how the continuing education of this professional takes place and to observe how diverse the initial formations are. However, there is a different reality in each Multifunctional Resource Room to the one observed throughout the present research. Thus, our intention is to be able to contribute more and more to the work of teachers who work in Special Education from the perspective of Inclusive Education.