Aquisição da leitura e da escrita por alunos com deficiência visual: um estudo a partir das contribuições da psicologia histórico-cultural e da pedagogia histórico-crítica

• Ano de defesa: 2015
• Autor(a) principal: Silva, Luzia Alves da
• Orientador(a): Rossetto, Elisabeth
• Banca de defesa: Duarte, Newton , Zanardini, Isaura Monica Souza , Tureck, Lucia Terezinha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Alunos com deficiência visual; Aquisição da leitura e da escrita; Processos de aprendizagem e de desenvolvimento
• Palavras-chave em Inglês: Students with visual impairment; Acquisition of reading and writing; Learning and development processes
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3289

This dissertation is a study on the acquisition of reading and writing for students with visual impairment from the contributions of Historical-Cultural Psychology and Historical-Critical Pedagogy, in order to highlight the importance of literacy in the framework of these students process. Based on the Materialist Historical and Dialectical method proposed by Marx and Engels, the work is characterized by a bibliographic study, based on published sources (books, articles, theses and dissertations). Presents as reference authors who developed their ideas from theories that conceive the subject founded on the historicity and materiality, such as Vygotsky, Luria, Leontiev, Saviani, among others. Therefore, start with the fundamentals that guide the learning processes and human development, with emphasis on the role of technical and psychological tools as a man of aids. Then prioritize the role of education as a socialization tool legacy historically produced by humanity, emphasizing the process of appropriation of reading and writing for students with and without disabilities. Finally, talks on specific issues to the acquisition of reading and writing for students with visual impairments, the teacher's role and the importance of teaching-learning resources. The findings highlight that, when planning the actions and teaching strategies, it is necessary to consider the specifics imposed by blindness or for reduction of visual function therefore hardly get will be successful in the education of students with visual impairment without the educational space is organized so that they participate actively in all the proposed activities and have unrestricted access to information made available to them.