Banca de DEFESA: FRANCISCA IARA BEZERRA DA CUNHA SOUZA

COLLABORATIVE FORMATIVE MEDIATION IN THE SCHOOL INCLUSION PROCESS OF A BLIND STUDENT

Inclusive Education. Continuing Training. Collaboration. Student with blindness.

Continuing collaborative training, in our opinion, is one of the ways to support the establishment of inclusive pedagogical practices. This premise led us to develop a research, at Master's level, with a qualitative, collaborative approach (Ibiapina, 2016), and an ethnographic matrix, applied via case study method, entitled “Collaborative Formative Mediation in the School Inclusion Process of a Blind Student”. The central objective of this research is to analyze the contributions of collaborative training mediation in the visual impairment and to build pedagogical practices for blind students. The specific objectives are: to point a teacher's conceptions about the visual impairment and pedagogical practices with a blind student, before and after their participation in collaborative training; to verify the contributions of socio-affective aspects in the relationship between the teacher and the blind student, before and after training mediation; to mediate, through the application of collaborative training, knowledge, strategies and specific instruments for teaching a student with blindness; to list the elements of collaborative formative mediation that most contributed to change the pedagogical conceptions and attitudes of the teacher collaborating in the research, considering the presence of the blind student in the classroom; to identify specific teaching strategies and instruments used by the teacher in the classroom with a blind student, before and after the training mediation; to verify the contributions of socio-affective aspects in the relationship between the teacher and the blind student, and, between the blind students and the other students in the class, before and after the formative mediation. The investigative locus is Early Year Elementary School, in the municipal public education network in the city of Natal/RN. The research subjects are 01 full professor; 01 student with congenital blindness. In order to produce the data, we used the following instruments: a) semi-structured interview with the participating teacher; b) non-participant observation; c) pedagogical workshops with collaborative mediation with the teacher; d) Field Journal - to register what was observed and mediated; e) the teacher’s application photographic dossier with the mediated strategies and instruments. Data analysis, based on specialized literature, such as Zabala (1998), Pires (2019), among others that considered the reality found and the principles of Content Analysis (Bardin, 1997). The results show that our research accomplishes the initial propositions by enabling improvements regarding autonomy and the achievement of citizenship through adequate education for blind students.