Processo de inclusão, aprendizagens e acessibilidade: imersões com pessoas com deficiência visual

Abstract

This thesis investigates how the exchanges between sighted and visually impaired people in different contexts makes up the inclusion process, taking into account experiences, learning and accessibility. The theoretical option to study the topic is based on studies by Vigotski (1997, 2018) on disability from the consideration of the historical-cultural context of individuals, as well as on the theoretical constructs of different authors on disability models, forms of attention to people with disabilities and accessibility. In the investigation of qualitative nature, narrative interviews, and navigation through the learning object Proincluir were adopted as the data collection procedures. The collected data were analyzed using the ATLAS.ti qualitative data analysis software. Four blind people participated in the research. They were considered as research partners, people with whom the data were built, in a perspective inspired by the research with approach, defended by Jobim and Souza and Carvalho (2016) and Moraes and Kastrup, (2010). Two categories emerged from the analysis. In the first one, called Educational and Assistive Technology experiences, it was discussed how educational and service institutions marked the schooling process of the research partners in terms of Assistive Technology, forms of attention to people with visual impairments and their learning process. In the second category Shared navigation, accessibility, and learning, it was sought to highlight moments in which the efficiency-disability pair was highlighted during navigation through the learning object. Also, reflections were made on the evaluation of accessibility and on the facilities, difficulties and learnings that emerged from the exploration of the learning object Proincluir. The research revealed that the inclusion process is not preemptively ready, but built with the other, it is a process in which inter and intrapsychological exchanges and exchanges with the context are prioritized and in which listening to the other, the consideration of visually impaired people as experts of their realities and attention to the social context in which these individuals are inserted are promising paths to inclusion. It also revealed that the inclusive process is made up of successes, mistakes and learnings that must consider the different parties involved, whether it is the person with a disability, the teacher, the institutions, and the family. When considering the union of the previously mentioned aspects, it is possible to obtain clues about how people with visual impairments learn and about what challenges and barriers they face to live, learn, and develop. [resumo fornecido pelo autor]