Ortóptica, oralidade e o letramento: estudo descritivo e comparativo da visão binocular dos indígenas Guarani Mbya da aldeia Sapukai

Abstract

Background: Inclusive education requires a reflection about the multidimensional aspects related to orality and the literacy process. The search for knowledge through reading and writing requires, among other aspects, an adequate control of eye movement, the object of study of Orthoptics. Innate and acquired aspects influence the development of the sensorimotor system of vision, while binocularity is not a necessarily universal condition. Object: This research aims to study the visual diversity among culturally plural students of Brazilian schools, expressed in ecological terms in their different ways of seeing and interacting in the world, which are not necessarily aligned with the visual demands of the written culture. Objectives and methods: This socio-interactionist Vygotskian-based investigation with an ecological perspective based on Gibson, Ingold and Senna aims to build the concept of ecological look, a visual singularity of the various cultural subjects of Brazilian schools, characterized in terms of functional binocular status through a orthoptic sectional descriptive and comparative study between 99 indigenous subjects from a predominantly oral culture (Guarani Mbya community of Sapukai - Angra dos Reis, RJ) and 59 non-Indian subjects from predominantly literate culture communities (students of Rio de Janeiro´s undergraduate and post-graduate educational institutions). Results: The study revealed significant differences on the controls of the binocular alignment at near, the proximal convergence and maximum convergence capacities, with a more divergent binocular profile found in the first group and more convergent in the second group, pointing to distinct visual costs of their literacy processes. Conclusion: The existence of an Etnorthoptics was characterized by the recognition of a culturally determined binocular functional diversity, emphasizing the need to create inclusive public policies for education and orthoptic visual health, as well as new interdisciplinary strategies that promote the proper transition of different ecological looks to the educated look of written culture. This research meets all of the Brazilian education students whose past visual experiences are less marked by cultural literate practices, avoiding the unpleasant visual impacts incurred in their literacy processes, in particular, the subjects of youth and adults education (Educação de Jovens e Adultos - EJA) and Indigenous Intercultural Education