O PROCESSO DE ALFABETIZAÇÃO DE CRIANÇAS COM DEFICIÊNCIA VISUAL NA ESCOLA DE CEGOS DO MARANHÃO

• Ano de defesa: 2025
• Autor(a) principal: SANTOS, Fernanda Rodrigues
• Orientador(a): ROSA, Kaciana Nascimento da Silveira
• Banca de defesa: ROSA, Kaciana Nascimento da Silveira , ZAQUEU, Lívia da Conceição Costa , CARVALHO, Mariza Borges Wall Barbosa de , SILVEIRA, Francisca Morais da , RODRIGUES, Samya Fernanda Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Inclusão escolar; deficiência visual; alfabetização
• Palavras-chave em Inglês: School inclusion; visual impairment; literacy
• Área do conhecimento CNPq: Tecnologia Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6498

The aim of this research is to investigate the literacy process of visually impaired children by analyzing the pedagogical practice of teachers at the Maranhão School for the Blind (ESCEMA), with a view to building a Pedagogical Guidelines Notebook to support the teaching of these children. To this end, the methodology adopted was based on a case study with a qualitative approach, following the development of collaborative work. The research site was ESCEMA, and the data collection instruments included monitoring the activities carried out in the classrooms and interviews with the school's teachers and coordinators. Five teachers who work in the early years of elementary school and two pedagogical coordinators took part in the research. In order to gain a deeper understanding of the literacy process of these children at ESCEMA, the pedagogical practice carried out in this environment was monitored. It was found that access to socially produced knowledge through reading and writing in Braille, as well as the use of strategies, resources and methodologies that promote their inclusion in meaningful learning, is of paramount importance for the literacy of visually impaired children. based on their potential. In addition, based on the data collected and the analysis carried out, an educational product was produced, a Pedagogical Guidelines Booklet entitled “Literacy for Children with Visual Impairments: Guidelines, Strategies and Resources for Educators”, aimed at teachers in the early years of elementary school. The material provides guidelines and strategies to support the literacy of these children and promote effective school inclusion. It is hoped that this resource will make a significant contribution to improving the teaching and learning process for these students, guaranteeing them access to quality education and equitable opportunities for academic and social development.