Representação gráfica para a pessoa com deficiência visual: limites e possibilidades de aprendizagem por meio do desenho

• Ano de defesa: 2014
• Autor(a) principal: Oliveira, Ustane Fabíola Cerqueira de
• Orientador(a): Trinchão, Gláucia Maria Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Desenho Cultura e Interatividade
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Desenho; Deficiência visual; Atendimento educacional especializado; Inclusão
• Palavras-chave em Inglês: Design; Visual impairment; Specialized educational services; Inclusion
• Área do conhecimento CNPq: COMUNICACAO::COMUNICACAO VISUAL
• Link de acesso: http://localhost:8080/tede/handle/tede/73

This research addresses the graphical representation as a tool and language can be developed in people with visual impairments. Aimed to demonstrate that the visually impaired person is able to express the knowledge acquired in the various school subjects using the drawing as language, through practical activities implemented on Multifunction Resource Room and develop the motor skills and cognitive for the representation graphic. The subjects were four blind students studying in public school in Feira de Santana, and make the specialized educational services in the multifunction room of municipal schools. The theoretical framework focused on design concepts, blindness, inclusion and graphical representation. Methodologically, we opted for a qualitative approach, developing in the form of participatory research. For data collection resorted to semi-structured interviews, informal conversations, questionnaire, observation and analysis of designs. The results show that students with visual impairments can read, describe and make your own embossed designs, using the adapted material. There is the need for teacher training that ipncludes studies on the integration of the design for the inclusion of people with visual disabilities at school, especially with access to courses and their content that requires the visual apprehension as instrument of knowledge, such as geometry, geometric design, descriptive geometry and even other fields of knowledge such as geography, history, natural sciences. The study concludes that the person with blindness need tactile and verbal stimuli to develop design skills in different areas of knowledge.