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Advisor(s)
Abstract(s)
Este trabalho tem como principal objetivo descrever a experiência de estágio na disciplina de Educação Visual (3º ciclo), explorando as potencialidades das artes para promover a inclusão de alunos cegos e com baixa-visão no ambiente escolar. Este objetivo é concretizado ao longo da investigação-ação que pretende: sensibilizar para a diferença; valorizar o trabalho colaborativo entre alunos na construção de materiais pedagógicos inclusivos; aplicar estratégias e procedimentos conducentes à criação de um livro com ilustrações tácteis e ampliar o espólio de livros adaptados da Biblioteca Escolar. O projeto foi desenvolvido entre outubro de 2013 e junho de 2014, durante o estágio pedagógico supervisionado numa escola de referência para a educação de alunos cegos e com baixa-visão. A caracterização da escola e da turma foi essencial para o desenvolvimento de práticas apropriadas e contextualizadas, proporcionando aos alunos diversas experiências inovadoras e criativas. Aplicou-se a metodologia de investigação-ação privilegiando práticas teoricamente sustentadas e reflexivas, visando o desenvolvimento de competências inclusivas, promotoras do respeito e da sensibilização para o outro. Os resultados obtidos através deste estudo permitiram constatar uma diferença positiva, mesmo que ligeira, nas atitudes dos alunos normovisuais para com os seus colegas deficientes visuais, após a implementação da experiência pedagógica inclusiva. Foram também definidos, com base no investigado, um conjunto de pressupostos e procedimentos que visam e suportam a criação de um livro táctil e inclusivo. O livro produzido permitiu dar um pequeno contributo para o espólio de livros adaptados da Biblioteca Escolar.
Este estudo permitiu reconhecer nas artes um papel importante na promoção de valores indispensáveis ao desenvolvimento de futuros cidadãos mais intervenientes, críticos, conscientes e solidários.
This work aims to describe the internship experience in the subject of Visual Education (3rd cycle) exploring the potential of the arts in order to promote the inclusion of blind and low vision students in school environment. This goal is achieved over the action-research that aims to: raise awareness of the difference, enhance the collaborative work between students in the construction of inclusive teaching materials; apply strategies and procedures leading to the creation of a book with tactile illustrations and enlarge the number of adapted books in the School Library. The project was developed between October 2013 and June 2014, during the supervised teaching practice in a reference school for the education of blind and low-vision students. The school and class characterization was essential to the development of appropriate and contextualized practices, giving students several innovative and creative experiences. Action-research methodology was applied focusing on theoretically sustained and reflexive practices for the development of inclusive skills, promoting respect and awareness of each other. The results obtained in this study revealed a positive difference, even slightly, in the attitudes of students with normal vision towards their visually impaired colleagues, after the implementation of the inclusive pedagogical experience. There were also defined, on the basis of the investigation, a number of assumptions and procedures that aim to and support the creation of a tactile and inclusive book. The book produced gave a small contribution to the School Library adapted books assets. This study allowed us to recognize in the arts an important role in promoting essential values to the development of more active, critical, aware and supportive future citizens.
This work aims to describe the internship experience in the subject of Visual Education (3rd cycle) exploring the potential of the arts in order to promote the inclusion of blind and low vision students in school environment. This goal is achieved over the action-research that aims to: raise awareness of the difference, enhance the collaborative work between students in the construction of inclusive teaching materials; apply strategies and procedures leading to the creation of a book with tactile illustrations and enlarge the number of adapted books in the School Library. The project was developed between October 2013 and June 2014, during the supervised teaching practice in a reference school for the education of blind and low-vision students. The school and class characterization was essential to the development of appropriate and contextualized practices, giving students several innovative and creative experiences. Action-research methodology was applied focusing on theoretically sustained and reflexive practices for the development of inclusive skills, promoting respect and awareness of each other. The results obtained in this study revealed a positive difference, even slightly, in the attitudes of students with normal vision towards their visually impaired colleagues, after the implementation of the inclusive pedagogical experience. There were also defined, on the basis of the investigation, a number of assumptions and procedures that aim to and support the creation of a tactile and inclusive book. The book produced gave a small contribution to the School Library adapted books assets. This study allowed us to recognize in the arts an important role in promoting essential values to the development of more active, critical, aware and supportive future citizens.
Description
Keywords
Artes visuais Deficiência visual Ilustração táctil Inclusão Visual arts Visual impairment Tactil illustration Inclusion