Abstract:
In this article we bring the results of a study that sought to characterize the action of a teacher in a classroom that had students with visual impairment. The data were obtained by video recordings of lessons from a teacher during a school year. In the classroom there were two students with visual impairment. Data were categorized by discursive textual analysis. Taking into account the epistemological and structural bases of the analytical instrument adopted in research, the Matrix 3x3, it was observed that teacher's concerns had focused more on the relationship of the students with knowledge, that is, the learning, which contrasts with previous results registered by our researches where the main concern of teachers was their own teaching. Our conclusion is that a classroom where there are students with visual impairment seems to favor teacher's actions that are more focused in the student learning.
Keywords:
Classroom management; Discursive textual analysis; 3x3 Matrix; Visual impairment; Learning