Promoting socialization and inclusion of a blind student through an adapted braille card game: a Review of Powers and Roots

Abstract

This work aims to present reflections in the context of inclusive education involving a blind student and her process of socialization and improvement of her mathematical knowledge through the development of a game called Pife adapted into Braille. The purpose of developing the game was to provide opportunities for the inclusion of blind students and to improve their learning of mathematical content. The game was developed in the context of a municipal public school in the city of Pelotas located in the south of the state of Rio Grande do Sul (RS), currently known as the largest municipal school in Latin America. The game development process involved an analysis of the specific needs of the blind student and the adaptation of the Pife game rules and materials to make it accessible through the use of Braille. This included using the Braille code on the cards and adapting the moves to ensure that the student could participate independently in the activity. The research was carried out by collecting data from a questionnaire containing five questions and carried out with 20 students in the 9th year of Elementary School. The questionnaire was administered after the game was developed. The questions were designed with the aim of observing students’ perception of the effectiveness of the game in promoting inclusion and socialization among students and in learning mathematical content. The results obtained from the analysis of student responses show that games are an important tool for the socialization process, learning mathematical content and inclusion of blind students in Mathematics classes, promoting a more collaborative environment and making classes more dynamic and participatory.