<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300472</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.26</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de docentes de un colegio limeño sobre las dificultades de aprendizaje del braille en niñez con discapacidad visual]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; perceptions from a school in lima about difficulties in children with visual impairment when learning braille]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções de docentes de uma escola limenha sobre as dificuldades do aprendizado de braille em crianças com deficiência visual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ávalos-Gómez]]></surname>
<given-names><![CDATA[Nuria Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordaya-Díaz]]></surname>
<given-names><![CDATA[Esther Giovanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana de Ciencias Aplicadas  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>472</fpage>
<lpage>492</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300472&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300472&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300472&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Explorar cuáles son las dificultades del alumnado de primaria con discapacidad visual (DV) del colegio limeño Luis Braille con base en la opinión de sus docentes. Asimismo, se busca identificar el grado de influencia de los contextos del estudiantado en su aprendizaje. Se analizará, de igual manera, cómo los agentes de la escuela (administración y profesorado) pueden causar algún impacto en la enseñanza del braille. Además, se mencionarán los factores externos (gobierno y sociedad) que puedan también influenciar.  Metodología.  Siguiendo un enfoque cualitativo, se realizaron entrevistas a todo el personal docente de primaria de dicho colegio, para lo cual se utilizaron grabaciones y transcripciones que fueron después codificadas.  Resultados.  Entre los principales hallazgos, se detectaron cinco dificultades, relacionadas a las gestiones nacionales e institucionales a favor de las personas con DV, recursos y participación de los padres y madres en la vida del alumnado con DV, alumnado con discapacidades múltiples, además de la DV, materiales educativos y, por último, la colaboración y especialización del personal docente.  Conclusiones.  Como conclusión, dichas cinco dificultades son las más predominantes y pueden llegar a afectar el desempeño del alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  To explore difficulties, according to teachers&#8217; opinion, visually impaired elementary students have when learning Braille at Louis Braille School in Lima. Moreover, it is important to identify how much students&#8217; contexts can influence their learning. Furthermore, an analysis on how the school agents (the administration and teachers) can cause an impact when learning Braille will be conducted. Additionally, there will be a mention of how the external factors (government and society) can also cause influence.  Method.  Following a qualitative approach, all elementary teachers from the school were interviewed. These interviews were recorded and later transcribed so they could be codified.  Results.  Among the most important discoveries, five main difficulties were found related to national and institutional management in support of visually impaired people, resources, and parental participation in the life of a visually impaired child, children with multiple disabilities besides being visually impaired, teaching materials, and, last, teachers&#8217; collaboration and specialization.  Conclusions.  In conclusion, those five difficulties are the most predominant, and they can undermine the student&#8217;s performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Explorar quais são as dificuldades baseadas na opinião dos docentes de estudantes do ensino fundamental com deficiência visual (DV) da escola Luís Braille. Da mesma forma, trata-se de identificar o grau de influência dos contextos desses estudantes no seu aprendizado. Além disso, se analisará como os agentes da escola (administração e docentes) podem causar algum impacto no ensino de braille. Também se estudaram os fatores externos (governo e sociedade) que podem influenciar.  Metodologia.  Seguindo uma abordagem qualitativa, se realizaram entrevistas ao corpo docente do ensino fundamental dessa escola. Para isso, se usaram gravações e transcrições que foram logo codificadas.  Resultados. Entre as descobertas mais importantes, cinco dificuldades principais puderam ser identificadas, as quais estão relacionadas com as gestões nacionais e institucionais em favor das pessoas com DV, recursos e participação das famílias na vida dos estudantes com DV, estudantes com variadas deficiências além da DV, materiais educacionais e, finalmente, a contribuição e a especialização do corpo docentes.  Conclusões. As cinco dificuldades são as mais predominantes e podem afetar negativamente o desempenho desses estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Braille]]></kwd>
<kwd lng="es"><![CDATA[precariedad]]></kwd>
<kwd lng="es"><![CDATA[niñez]]></kwd>
<kwd lng="es"><![CDATA[discapacidad visual]]></kwd>
<kwd lng="es"><![CDATA[incompetencia]]></kwd>
<kwd lng="en"><![CDATA[Braille]]></kwd>
<kwd lng="en"><![CDATA[precariousness]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[visual impairment]]></kwd>
<kwd lng="en"><![CDATA[incompetence]]></kwd>
<kwd lng="pt"><![CDATA[Braille]]></kwd>
<kwd lng="pt"><![CDATA[precariedade]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[deficiência visual]]></kwd>
<kwd lng="pt"><![CDATA[incompetência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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