A Relação da Criança Cega com a Literatura na Educação Infantil

• Ano de defesa: 2021
• Autor(a) principal: Camargo, Branca Monteiro [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo
• Palavras-chave em Português: Psicologia histórico-cultural; Educação infantil; Educação inclusiva; Deficiência visual; Literatura infantil; Criança
• Link de acesso: https://hdl.handle.net/11600/62641

This research addresses the relationship between the blind child and literature within inclusion processes in early childhood education schools. It considers the specificities that characterize blind children and the importance of interacting with children's literature for the development of higher psychic functions. It aims to analyze the conditions and the ways the blind child relates to literature in the school context of early childhood education. Its main reference is the cultural-historical approach, especially Vigotski's studies written between 1924 and 1931, and other texts by the author and contemporary researchers on children's development and literature. It involves the social character of human development and the importance of language and interaction with the social world as a source for learning and development for all children, including those with disabilities. The focus of the analyzes is Eliana, a 5-year-old blind child in the process of school inclusion in her interactions with teachers, colleagues, the researcher, and children's literature. The field research was carried out through participant observation in a private early childhood education school where Eliana studied, located in a city in the State of São Paulo. The observations were registered through field diaries and video recordings, which were later transcribed. Data analysis points out the importance of understanding children's literature as a fundamental activity in preschool age and the possibilities/challenges in the blind child's relationship with stories. It evidences three movements: 1. The significant peculiarities with regard to the position destined to Eliana during the activities; 2. The restricted pedagogical work, conducted under a handout orientation, and carried out as a pretext for the development of other activities focused on literacy; 3. This way of mediating literature for all children, especially in the case of Eliana, reveals the challenges that are posed to promote the development of the child's relationship with reading and its possible consequences: the taste for reading, imagination, aesthetic appreciation, attention, generalization (conceptual elaboration), and language.