Pessoas com deficiência visual e suas experiências de leitura com ledores, leitores e com recursos de tecnologia digital assistiva

Abstract

In this thesis, I narratively analyze the literacies of four visually impaired participants who use assistive digital technology resources in their reading and writing practices. Narrative research, according to the Canadian authors Clandinin and Connelly (2000, 2011, 2015), under the bases of the ontology of experience, according to John Dewey (1938), guides the theoretical-methodological path in this research. Mariana, Flávio, Suzana and I narrated stories of our life trajectory and stories of our reading practices throughout our lives, and during our collective and individual meetings that took place through a virtual platform, at the time of composing the field texts. As a researcher and participant in this research, I also address exclusion and belonging in the family and at school, as well as facing barriers in different educational situations. In addition, I address the conflicts and learning related to experiences in specialized and common institutions. Specifically, I analyze, narratively, reading by ear and how it triggers differences between readers and readers, considering who interprets and resignifies, who deciphers/decodes and also the robotized voices and those humanized, in diversified contexts of reading mediated by sound and voice. We, the participants, were able to reflect on the place of these reading practices in the face of the "consecrated" conceptions of reading through the tactile and visual sensory pathways. Chartier (2011), Manguel (2004), Kleiman (1989, 2005) and other authors supported me in the studies on reading, in addition to relying on the studies of literacy undertaken by Street (2000, 2010, 2015). I also relied on scholars of the social model of disability Diniz (2007), Lopes (2019), Silva (2006), Martins (2006, 2014), who helped me to situate the education of people with visual impairments and their literacy in the current paradigm of inclusion. This research experience enabled me to understand conflicts and resistances that hinder the recognition of reading by ear as a legitimate reading practice, supported by an autonomous conception of literacy (Street, 2010). On the other hand, and within the same experiences, there are alternative literacies - reading practices by ear - which are quite common in the daily lives of visually impaired readers who are looking for their place in school. In this way, we deflagrate reading practices by ear that configure important differences in the forms of access to reading, in the behaviors and subjectivities of readers and above all new cultural practices underway in society that need to be integrated into literacy studies.