Evidences of the learning possibilities of a blind student in the context of school Physical Education

Abstract

This study searches for evidences of the possibility of blind students to learn school subjects from the interactive dynamics that occurs in the context of physical education classes. The research is based on the theoretical and methodological principles of the cultural-historical perspective of the human development. The field research was carried out at a state public high-school of São Paulo and the subject was a blind sophomore student. In line with the theoretical framework, we made use of video recording to capture the interactive dynamics between the student, his teacher, and peers during physical education classes. Data were transcribed and thoroughly analyzed in the attempt to find evidences of the student’s participation and school learning with in the specified context, according to the principles of micro-genetic analysis. The results indicated that the way the student is treated by his teacher and peers reflects a prospective approach of the disability that privileges his potential. Through the word of another, the blind student can “see”and learn about the world. It is concluded that intentional pedagogic actions of the teacher, mediated by words and gestures and interactive situations, enabled the student access to visually impaired worked contents.