Desenho de deficiência visual: uma experiência no ensino de artes visuais na perspectiva da educação inclusiva

Over the past 30 years, Art Education in interface with disabilities has been a subject of increasing interest in research in academia, especially with regard to Special Education, but still has some shortages in terms of socialization studies to discuss this type of teaching from the perspective of inclusive education. In this scenario, this paper presents an analysis from the field of teaching Visual Arts in the context of school inclusion, with emphasis on teaching drawing to the visually impaired. The conducted literature indicates a number of authors who discuss teaching drawing to people with visual disabilities, who are dedicated primarily to the Special Education context. In this sense, the shortage of research that discuss this teaching from the perspective of inclusive education, this research aimed at the inclusive approach to teaching drawing in the school context. Thus, the aim of this study was to develop a proposal for a pedagogical intervention in Visual Arts, with reference to drawing and its construction process, with the participation of seeing and unseeing students. Therefore, the methodological approach, which was qualitative, was the intervention research, in the light of the Bakhtinian principles of dialogism and otherness, with exploratory study characteristics. The locus of the research was the State School Admiral Newton Braga Faria, which is located in Alecrim, on the East Zone of Natal / RN and is near the Institute for Education and Rehabilitation of the Blind - IERC / RN. The class chosen for intervention was the 7th grade “C” afternoon shift, which had children aged 12 to 16, with 27 students enrolled, three students with disabilities: 02 blind girls and 01 deafblind boy with light hearing and visual loss. As interlocutors of the research, we could also count on the Art teacher who served as a collaborator, as well as teacher in the school’s Multifunction Resource Room. The instruments and research procedures were observation, semi-structured interview, field diary and the photo / video recording. In the development of research, we conducted 10 workshops with multisensory teaching sequences, articulating the physical, tactile and graphical expressions as intrinsic to the reading and production of drawing for both seeing and unseeing students. The process and data built on research allowed for a reflection on cultural experiences with drawing in the school context and on the interactions between seeing and unseeing students in the production and analysis of tactile-visual drawings. They also point out the construction of a teaching approach to drawing, in the context of the common class, from educational workshops that enable artistic and aesthetic interactions from the perspective of school inclusiveness. Thus, we argued that the mobilization of the tactile, physical and graphical expressions can be adopted in a multisensory approach that enables a pedagogical focus that involves all students and is not restricted to the presence of students with visual impairment.

A Inclusão da pessoa com deficiência visual na UFRN: a percepção dos acadêmicos

A partir des deux dernières décénnies, des changements importants ont touché l éducation des personnes aux besoins éducatifs spéciaux. On est dans une quête permanente de leur inclusion dans les différents niveaux de l enseignement régulier. De ce fait, les institutions éducationnelles se confrontent avec le défi du changement, devant s adapter de plus en plus aux besoins de ces élèves et devenir plus récptives à l égard de tous. Malgré la lenteur de ce changement, cela favorise beaucoup l accès des élèves à des niveaux d enseignement que jamais on aurait supposés, tels que l enseignement supérieur. C est bien dans ce contexte qu au cours de l année 2002 des étudiants handicapés visuels ont accédé aux formations de Philosophie, Economie et Sciences Sociales de l Université Fédérale do Rio Grande do Norte. Cela nous a motivé à conduire une analyse, au cours de 2003, pour connaître de plus près ce processus d inclusion universitaires de trois étudiants handicapés visuels. Comme méthode nous avons utilisé l étude de cas, et l entretien comme instrument de collecte des données. Après l analyse, les résultats montrent bien que l inclusion a permis à ces étudiants de surmonter un tas de barrières, telles que l examen d accès à l Université (Vestibular), outre la chance de se socialiser et d être bénéficiaires d expériences qui, suscités dans un milieu universitaire, vont au-delà de l univers académique. Les collègues de ces étudiants, auprès desquels ils convivent, eux-aussi ont été les bénéficiaires, du fait qu ils ont eu l opportunité d apprendre ensemble les uns avec les autres, tout en respectant leur limitations et potentialités, mais en les appuyant et en les stimulant de mieux en mieux. Il faut reconnaître que plusieurs actions au sein de l Université envisageant l accès et la permanence de ces étudiants ont été couronnées de succès, mais force est de dire qu il y a aussi beaucoup de choses à faire en ce qui concerne : la préparation du corps enseignant et des fonctionnaires ; l orientation de la communauté plus élargie ; la chute des barrières pédagogiques et attitudinales, et surtout l appui humain et matériel indispensables au plein développement de ces étudiants

Inclusão de alunos com deficiência no ensino superior: ações no contexto da Universidade Federal do Rio Grande do Norte

Aborda a educação inclusiva no âmbito da Universidade Federal do Rio Grande do Norte (UFRN), com vistas às ações estruturantes para alunos com deficiência, no período de 2001 a 2007. O seu objetivo principal é situar as ações que foram desenvolvidas por essa universidade e, ainda, as que estão em andamento e que privilegiam o acesso e a qualidade do ensino, particularmente, a esses alunos. Este estudo caracteriza-se também por uma abordagem qualitativa e exploratória, por meio do qual empregou-se a análise documental. Os primeiros resultados apontam para ações de diversas naturezas, tais como: criação de uma comissão para elaborar diretrizes gerais e propor ações acadêmicas para a educação especial; realização de Seminários de Educação Inclusiva; criação do ‘espaço inclusivo” na biblioteca central; adequação e construção de ambientes acessíveis; aprovação de projeto no Programa Incluir, dentre outras. Portanto, a partir dessas ações a UFRN demonstra ser fiel aos princípios que norteiam a construção de um sistema educacional democrático e inclusivo, ao buscar garantir a qualidade da oferta e do acesso aos seus cursos, respeitando a diversidade de todos os que nela ingressam

Inclusão de alunos com deficiência no ensino superior: ações no contexto da Universidade Federal do Rio Grande do Norte

Aborda a educação inclusiva no âmbito da Universidade Federal do Rio Grande do Norte (UFRN), com vistas às ações estruturantes para alunos com deficiência, no período de 2001 a 2007. O seu objetivo principal é situar as ações que foram desenvolvidas por essa universidade e, ainda, as que estão em andamento e que privilegiam o acesso e a qualidade do ensino, particularmente, a esses alunos. Este estudo caracteriza-se também por uma abordagem qualitativa e exploratória, por meio do qual empregou-se a análise documental. Os primeiros resultados apontam para ações de diversas naturezas, tais como: criação de uma comissão para elaborar diretrizes gerais e propor ações acadêmicas para a educação especial; realização de Seminários de Educação Inclusiva; criação do ‘espaço inclusivo” na biblioteca central; adequação e construção de ambientes acessíveis; aprovação de projeto no Programa Incluir, dentre outras. Portanto, a partir dessas ações a UFRN demonstra ser fiel aos princípios que norteiam a construção de um sistema educacional democrático e inclusivo, ao buscar garantir a qualidade da oferta e do acesso aos seus cursos, respeitando a diversidade de todos os que nela ingressam

O currículo escolar: uma análise na perspectiva da inclusão de alunos com deficiência intelectual

A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability

Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job

O bibliotecário como mediador no processo de transferência da informação para pessoas com deficiência visual

MAIA, Maria Aniolly Queiroz et al. O bibliotecário como mediador no processo de transferência da informação para pessoas com deficiência visual. In: CONGRESSO BRASILEIRO DE BIBLIOTECONOMIA, 24., DOCUMENTAÇÃO E CIÊNCIA DA INFORMAÇÃO, 2011, Maceió. Anais... Maceió: CBBD, 2011

Estudo do usuário com deficiência visual: um importante instrumento sócio-inclusivo de pesquisa e formação para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência

SANTOS, Christiane Gomes; ALMEIDA, Edson Marques. Estudo do usuário com deficiência visual: um importante instrumento sócio-inclusivo de pesquisa e formação para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência. In: SEMINÁRIO DE PESQUISA DO CCSA, 16., 2010, Rio Grande do Norte. Anais eletrônicos... Natal: UFRN, 2010. Disponível em:

Pessoas com deficiência visual e o acesso à informação

Expõe considerações a respeito dos portadores de necessidades especiais, das pessoas com deficiência, um enfoque parcial sobre as doenças degenerativas da visão, e uma atenção especial para as pessoas com deficiência visual, objeto de estudo da pesquisa desenvolvida. Estabelece um resgate da evolução dos métodos que possibilitaram a essas pessoas registrar e decodificar informações na forma escrita até o surgimento do Sistema Braille. Destaca ainda os suportes e as formas de registro da informação no mencionado sistema, e aponta nominalmente os novos recursos decorrentes do advento das novas tecnologias.

Ampliação de movimentos na dança circular com pessoas com deficiência visual

This paper aims at studying how circular dance can afford to sight-disabled peoples movement and how they can learn to cope with the deep movement of relation, consciousness, appropriation and communion with the world. Inside circular dance, a cosmic metaphor, is inscribed the movement of the world, which tells and changes amorously the human history. In the works of Paulo Freire and Maurice Merleau-Ponty one can find the necessary support to discuss, as long as possible, movement and existence. Research-action is used as a methodological approach whose empirical center is placed on the Institute of Education and Rehabilitation of Blind, in Natal, which shelters eight sightdisabled adults. The research s data reveal that the practice of circular dance concurs to enlarge the movement of the research s subjects, to develop a more accurate perception of their selves and of their own capacities, as well as improve the relations Me/Others, Me/World, which require a context of differences. The study has revealed that the practice of dance develops a better perception of the limits and surpasses as a human condition and, in consequence, the discovery of one s own body and the other s body as a resource of lessons and representations of the self and of the world. It lets out the development of a new way of thinking and coping with discrimination surrounding the disabled persons. In movement, in circular dance, the barrier between sight disablement and vision loses force.

Abordagem da ergonomia para análise da acessibilidade a hóspedes com deficiência visual em hotéis: soluções de inclusão de pessoas cegas e com baixa visão

This study evaluates the level of accessibility for people with visual impairment (blindness and low vision) hotels in the city of Natal-RN, Brazil, and provides principles, guidelines and means of projective make hotels accessible, to promote comfort, autonomy and security of these people. We used a qualitative research methodology and quantitative trait descriptive, analytical and interpretive. Was taken as a base for field studies Ergonomic Analysis of Work, beginning with a study of the demands of accessibility of hotels and analyzing the modeling activity in these establishments through the application of interactional and observational techniques, such as film, photographic records, conversational actions and observation protocols. A protocol was developed and applied to evaluate the compliance of accessibility of hotels in the face of Brazilian technical standard NBR 9050 (2004). We used methods of Cognitive Task Analysis (CTA) associated with simulated activities to identify the processes of decision making and analyzing the observables of the activities performed by people with visual impairment (POS). Interviews were conducted with people who are blind and low vision in various cities in order to meet accessibility difficulties they faced in hotels and recommendations for improvement that they indicate. The mapping results showed that of 16 hotels 4 and 5 star studied in Natal-RN, reached only 7% of the 50 items of the protocol, while none of them reached 70% of the items. About the results obtained in simulated activities and analyzed from the ATC, we saw that the hotel where it was performed this step shows a need to adequately address the guests with visual impairments

Estratégias de aprendizagem utilizadas por estudantes cegos

Learning strategies can be understood as a planned sequence of procedures or activities, selected in order to facilitate the acquisition, storage and use of information. Although important to the learning process, the knowledge on these strategies is still insufficient, especially with regard to students with visual impairments. Therefore, this study aimed to characterize learning strategies used by blind and sighted students, registered in elementary education in schools and special institutions. Were participants 23 teachers, male and female, aged between 26 and 51 years, and 102 students, of whom 25 were blind and 77 seers, of both genders, registered on the 3rd to the 9th grade of elementary school, aged 7 to 16 years old. The instruments used were: field diary (students and teachers); structured questionnaire (teachers); sociodemographic questionnaire, interview and Assessment Scale of Learning Strategies for Elementary School (students). Initially were made observations in the classroom and the teachers received the questionnaires, with instructions for completion. Then were made the interviews with blind students and the scale was administered with these and with the seers. All instruments were administered individually. We conducted content analysis of the questionnaires with teachers and the interviews with blind students. The scale of strategies and sociodemographic questionnaire were analyzed with the help of descriptive and inferential statistics. It was noticed that the blind students use few learning strategies in the classroom, regardless of city, series, sex or age. It was found that teachers didn t receive training to deal with blind students, either during graduation or after have completed it, in such a way that few of them were able to inform about the learning strategies the students use, and demonstrated low ability to deal with these inefficiencies. It was also found that the blind and the sighted use cognitive and metacognitive strategies during learning, but those used by the blind seem to be more basic, low complexity, given that the seers have achieved higher scores on all subscales. We conclude that the repertoire of learning strategies for blind students is inflexible, requiring increments so that they can achieve significant results. It is important that teachers receive training to understand the learning strategies and how they positively influence learning

O bibliotecário como mediador no processo de transferência da informação para pessoas com deficiência visual

MAIA, Maria Aniolly Queiroz et al. O bibliotecário como mediador no processo de transferência da informação para pessoas com deficiência visual. In: CONGRESSO BRASILEIRO DE BIBLIOTECONOMIA, 24., DOCUMENTAÇÃO E CIÊNCIA DA INFORMAÇÃO, 2011, Maceió. Anais... Maceió: CBBD, 2011

Estudo do usuário com deficiência visual: um importante instrumento sócio-inclusivo de pesquisa e formação para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência

SANTOS, Christiane Gomes; ALMEIDA, Edson Marques. Estudo do usuário com deficiência visual: um importante instrumento sócio-inclusivo de pesquisa e formação para o profissional de biblioteconomia perante as necessidades informacionais de pessoas com deficiência. In: SEMINÁRIO DE PESQUISA DO CCSA, 16., 2010, Rio Grande do Norte. Anais eletrônicos... Natal: UFRN, 2010. Disponível em:

Pessoas com deficiência visual e o acesso à informação

Expõe considerações a respeito dos portadores de necessidades especiais, das pessoas com deficiência, um enfoque parcial sobre as doenças degenerativas da visão, e uma atenção especial para as pessoas com deficiência visual, objeto de estudo da pesquisa desenvolvida. Estabelece um resgate da evolução dos métodos que possibilitaram a essas pessoas registrar e decodificar informações na forma escrita até o surgimento do Sistema Braille. Destaca ainda os suportes e as formas de registro da informação no mencionado sistema, e aponta nominalmente os novos recursos decorrentes do advento das novas tecnologias.