Semiotics and inclusive learning: a study that involves blindness

Abstract

This study pretension was to discuss the inclusive mathematics education regarding the learning aspects of an object's geometric knowledge for the blind student. The inclusive education, in general, stopped being a topic that is distant of the classroom's regular teaching reality. Actually a lot of countries, Brazil between them, have adopted strong laws of inclusion and, with it, it's common that in classroom's regular teaching, the teachers found themselves with students with some kind of inclusion necessity. In this study it was used, as a theoretical reference, the semiotic-cognitive studies of Raymond Duval related to the intellectual learning in a qualitative approach of a Case-Study research to try to understand the learning of a congenital blind student in the apprehension of knowledge objects in geometry. Here we have discussed a part of these concerns about the access to the object which is the access to the geometric images and figures. We have concluded that the semiotic-cognitive elements need to be considered by the mathematics’ teacher, since the ways of common producing those objects have a confused and difficult access to the congenital blind student.