Aquisição de conceitos e de habilidades sociais por uma criança com cegueira dos anos iniciais do ensino fundamental

Abstract

Considering the positive relationship between social skills and academic performance, this study aimed to: a) develop, implement and evaluate a thematic project of science concepts based on concrete models for a room in the early years of elementary school, with a blind student and, b) characterize the social skills and social status of this student. This is a research-action study, with a qualitative approach and descriptive design, which included the participation of a student with acquired blindness without other disabilities, from the 2nd year of elementary school at a public school, his teacher at the regular classroom, and classmates as informants. Three broader concepts related to the area of natural sciences were developed by the teacher in the school space, considering the principles of Universal Design for Learning: water cycle; photosynthesis and fruits. The description and analysis of pedagogical mediations were recorded in the Protocol for registration and evaluation of curricular pedagogical activities. The acquisition of concepts was evaluated by means of specific questions asked to the blind student about such concepts and the answers, recorded in audio and recorded in the field diary. For the analysis of the data, categories of analysis were elaborated about the mediated concepts. To assess the social status and social skills of the participant, the Sociometric Referral Protocol and the Social Skills Assessment System were used, whose data were analyzed based on the manual of the instruments (social status and social skills). Although the scarcity of time and limited support for the preparation of resources are configured as major challenges faced, there were positive changes in the conceptual learning of blind student, in his social status and gains for the school community where the research was developed. The student presented a good repertoire of social skills, both in self-assessment, in the evaluation of the mother and the teacher. However, it was identified that, although the student has a specialist teacher in braille at school, there is a need for investments to improve the student's overall academic performance.