Dificuldades enfrentadas por professores de matemática ao avaliar estudantes com deficiência visual

Abstract

This Course Completion Work (TCC) presents a critical analysis of Mathematics assessment practices within the educational system, focusing on how they impact the learning process of students with visual impairments. This qualitative and bibliographic study is based on theoretical frameworks concerning emancipatory assessment (Luckesi, 2011; Vasconcellos, 2014) and school inclusion (Mantoan, 2003). The research found that traditional assessment, which is predominantly classificatory and centered on written tests, often becomes a barrier to access mathematical knowledge for this population. The study investigated the challenges faced by Mathematics teachers, including insufficient initial and continuing training for specialized educational care, the complexity of adapting the mathematical language (symbols, graphs, and formulas) into accessible formats, and the scarcity of adapted pedagogical resources (such as Braille, Soroban, and tactile relief materials). The predominance of instruments that prioritize visual references and the culture of grading/testing reinforces educational inequalities. Given this scenario, the work proposes a re-signification of assessment to take on a continuous, procedural, democratic, and formative character, in line with the principles of the Brazilian Law of Inclusion (LBI/2015). Finally, two inclusive and practical assessment instruments are proposed for Geometry and Fundamental Operations, utilizing concrete relief materials and the Soroban, aiming to promote student autonomy and ensure equity in the conditions for demonstrating their learning.