A Universidade, o curso de matemática e eu : um acadêmico cego e os desafios para “pensar certo”!

Abstract

n this work of conclusion of course I present my history as a blind academic in training in the course of Mathematics-Licentiate of the Federal University of Pampa, campus Bagé. My goal is to describe the academic trajectory in the teacher training of a blind student in the course of Mathematics-Undergraduate. In this context, this research should reveal the main barriers to my training and highlight how my academic difficulties in this process have been overcome, especially in relation to learning the didactic-pedagogical contents and the specific contents of mathematics. This work has as theoretical basis the reflective formation of Paulo Freire, presented in the work Pedagogy of Autonomy, because I intend to find in my observations and studies on Freire some meaning to explain my trajectory of formation. I took the qualitative approach as a research methodology, conducted by elements of autoethnography. Thus, I take myself as one of the research subjects, who tells his story and also considers the vision of colleagues and professors of the Mathematics-Degree course, of server and scholarship NInA (campus Bagé). Thus, I tell through narratives a little of my history, the trajectory of a blind academic who sought to reflect on his own process of teaching constitution.