Uma viagem pelas entrelinhas do texto: a construção de sentidos a partir da leitura de textos multimodais por alunos com deficiência visual

Abstract

It is possible to notice the increasing use of multimodal texts, which are composed of verbal and non-verbal signs, within several aspects of social life. This indicates that textual and visual literacy practices need to be associated. The methodology adopted in this study is action research, since it aims to transform the investigated reality and to produce knowledge. The general objective is to understand how visually impaired students construct meaning through the reading of multimodal texts. The specific objectives are: to identify and analyze the strategies used by these students in the process of interpretation and production of meaning through the contact with different texts of children's literature; to investigate if there are differences in the process of construction of meaning performed by blind students and low vision students regarding the themes of the texts; to analyze the contributions of a teaching practice that regards the understanding of language as a humanizing element in the processes of interpretation and textual production carried out by visually impaired students. The theoretical foundation covers the following topics: the cultural-historical perspective of the development of the visually impaired person; Vygotskian studies on the creativity of imagination. This study was carried out at the Instituto Benjamin Constant (Benjamin Constant Institute), a federal institution specialized in medical, educational and rehabilitation services for people with visual impairments. The participants were blind students and students with low vision, from the second phase of elementary school, who enrolled in the workshop Viajando pelas entrelinhas do texto: leitura e produção textual (Drawing Inferences from the Text: Reading and Textual Production), taught by the teacher-researcher. Data analysis confirms the premise that the construction of meaning occurs in social interaction, through language, and it is understood as a humanizing element of the processes of construction of meaning that are carried out by people with visual impairments. In addition, the results indicate the need to reconsider educational practices that distance the visually impaired person from the social experiences that are permeated by nonverbal language, represented in this research by multimodal texts, since it is necessary to understand that there are different ways to approach, to perceive the visio-centric culture so present in society.