INCLUSION OF A BLIND STUDENT: A TEACHING SEQUENCE IN THE LIGHT OF CONCEPTUAL FIELD THEORY

Abstract

The objective of this research was to implement a didactic sequence for the development of the Conceptual Fields of additive and multiplicative structures in the Set of Natural Numbers, aiming at the learning of a congenitally blind student enrolled in the early years of Elementary School in Canoas/RS. The research is grounded in the contributions of Vergnaud Theory of Conceptual Fields, with a qualitative approach, encompassing three semesters of pedagogical interventions with a blind student, conducted at the Inclusion Studies Laboratory (LEI) at ULBRA. These interventions constituted the didactic sequence with tactile and technological materials selected to promote the understanding of the relationships and operations of Natural Numbers. It is inferred that the didactic sequence used was effective in developing the Conceptual Fields of additive and multiplicative structures in the Set of Natural Numbers for the student, enabling learning suited to their pace, resulting in satisfactory performance in the analysis of situations, construction of schemes, and representations of their operational invariants.