Didática e ensino com apoio da linguagem gráfico-visual para alunos cegos: obstáculos na prática docente universitária e sua superação

Abstract

In addressing the challenges of university teaching this research discusses Didactics and Teaching supported by Graphic-Visual Language (L.G.V.) for students with and without visual impairment, questioning: What are the difficulties reported by professors in the use of L.G.V. in their didactic practices with blind students? It aims to identify and characterize the difficulties reported by university professors in the use of L.G.V. in educational practices with blind students. It has a qualitative and quantitative approach, developed from Bibliographic and Field Research. It covers variables of inclusion in Higher Education not yet sufficiently studied, elucidated with the Exploratory Research designed as 'Case Study'. A participation of 18.4% of the professors’ population of the six campuses of UFFS was obtained by applying a mixed questionnaire. After preliminary analysis of these data, semi-structured interviews were conducted with 17 professors of the Cerro Largo campus/RS, analyzing their narratives about the teaching-learning process for and with the blind student, succeeded from 2013 to 2018. The difficulties of the practice were identified with the Content Analysis of the answers, characterizing them based Bachelard obstacles, the theoretical-methodological framework of the data interpretation. The results were obtained and analyzed from the point of view of the elaboration of posteriori Thematic Categories. Factors that have repercussions in the formative process of the subjects and in the teaching activity were considered, such as the insufficient Knowledge and/or poor understanding of L.G.V.'s knowledge and resources, of the ways and suitable conditions of its simultaneous and cooperative use with other languages, to enable educational inclusion. In the 'Teaching-Learning Process Conception’ Perspective, the difficulties in knowledge construction were characterized as 'Cognitive-conceptual' (32.3%) and identified as 'Bachelardian epistemological obstacles', which overcoming gives rise to the reinterpretation and/or rupture of paradigms and conceptions, related to disability and education for the blind, supported by L.G.V. In the analyzed practices, epistemological obstacles associated with the use of metaphors, analogies and ideas in comparison have emerged to the First Experience; to Pragmatic Knowledge; to General Knowledge and to Libido. In the mediation of knowledge, supported by L.G.V., difficulties were analyzed in the 'perspectives of Conception and Operationalization of the Teaching-Learning Process', respectively categorized as 'Didactic-Theoretical and Pedagogical' (36.4%), referring to the teaching and 'Didactic-Operational and Procedural' (24.2%), related to Teaching Support. These difficulties, which may have counterproductive repercussions in teaching, have been identified as 'didactic obstacles'. The Bachelardian philosophy found a useful application to the Case Study, as a theoretical-methodological framework and criteria to guide the interpretation and analysis of teaching practices and to suggest ways for understanding and solving the research problem. The demand for production of renewed knowledge in the university education, as a condition to make it inclusive, demands joint efforts of professors and managers, demanding to look at the formative process and the experience of ‘being’ and ‘to be’ of professors.