A construção do conceito de número por uma aluna com surdocegueira congênita

Abstract

The present qualitative research is defined as a case study and has as the objective to investigate the construction o f the concept of number by a student with congenital deafblindness. The subject of the research is a female student with congenital deafblindness from the 4 th year of Elementary School at the Special School Professor Alfredo Dub, a bilingual school for the deaf in the city of Pelotas/RS. The text discusses the history of special education from the beginning until focusing on the history of deafblindness in Brazil, describing a few of the laws concerning special education and the rights which people with dis abilities have been acquiring throughout the years, as well as laws defining and supporting deafblindness still not a well known disability. In addition to addressing deafblindness, a general overview is made about who are the people affected by this dis ability, as well as a portray for the possibilities for rehabilitation, and their engagement in society in a dignified manner. The description of Mathematics in the initial years is made, as well as how the number is constructed, while interlacing the subj ect to the person with deafblindness, with their specificities and difficulties in the area. In order to achieve these goals and to answer the question of this research, the theoretical basis used is the seven mental processes from Lorenzato (2006), in whi ch 43 activities were applied, divided between concepts of comparison, correspondence, classification, sequencing, serialization, inclusion, and conservation. As for the data analysis, ten activities were selected, and Kamii and Housman (2002), Kamii (2016 ), Lorenzato (2006), Ramos (2009), and the Booklets from PNAIC of Mathematics Literacy (2014) were used, from the analysis methodology from Powell and Silva (2015). The period of application of the activities occurred between June and July of the current y ear, in 12 meetings divided between morning and afternoon shifts. Data collection was mainly given by the registry accomplished through filming. Among the main results noticed, it is highlighted that, for the construction of the concept of number, the fami liarity with other basic concepts is necessary, such as those quoted in the seven mental processes by Lorenzato. After the completion of the activities, the student became more interested in mathematical contents, from the activities thought and developed according to her specificity, providing opportunities for her full participation, in addition to the construction of new knowledges. It is worth highlighting that during certain activities the student showed herself quite resistant, refusing to participate , and demonstrating dependence of the approval from the teacher. While the student performed certain tasks successfully, she demonstrated a variance in the performance of some activities and was unable to perform other tasks. It can be stated that the stud ent stands in an ongoing process of number construction.