TEACHING STRATEGIES USED BY A VISUALLY IMPAIRED TEACHER IN A MULTIFUNCTIONAL RESOURCE ROOM

Abstract

The present study comes from an emerging category developed from a dissertation in the area of Teaching, involving teacher training, curriculum study and evaluation. In view of this, the objective proposes to highlight the teaching strategies used by a visually impaired teacher in a multifunctional resource room arising from a research at the stricto sensu level. Thus, the problem posed for guidance was "what teaching strategies can be used by a visually impaired teacher in a multifunctional resource room to expand the learning possibilities of students in Basic Education?". The scientific itinerary was based on a qualitative approach, based on bibliographic research with secondary source resulting from an emerging category highlighting precisely characteristics involving some teaching strategies used by a teacher in a multifunctional resource room with three distinct groups of students. The results observed portray, firstly, that the visual impairment pertinent to the teacher does not fully limit him, as it makes him persistent and have a sensitive listening to the reality of each public served, with emphasis on the intentionality of the work and the emerging demand presented immediately according to the motivation and interest of each student. Along the way, teachers feel the need to be heard, to talk about their lives, their challenges, and teachers need to be aware of these moments that are meaningful to everyone.