A audiodescrição na formação de professores: um exercício de prática docente com imagens acessíveis

• Ano de defesa: 2019
• Autor(a) principal: Silva, Katyuscia Maria da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Audiodescrição; Tecnologia assistiva; Deficiência visual; Formação de professores; Atendimento educacional especializado; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/29176

One of the main challenges of a school that intends to be inclusive is to respect the differences of its students, which presupposes the elimination of socially constructed interdictions. In this scenario, audio description emerges as an assistive technology, aimed at ensuring access to images by visually impaired students. Thus, the object of study of this research is within the scope of audio description in the training of teachers, with the general objective of investigating the impacts of training in audio description on teaching practices for the development of educational activities that enable students with visual impairments to access images. Considering the interface between Specialized Educational Service and teaching practice in a common classroom, we take as a reference a multisensory and collaborative approach to audio description. Methodologically, this study is based on the qualitative approach, consisting of an intervention research based on Bakhtinian assumptions. The research field was a public school in Natal, in the state of Rio Grande do Norte, having as participants 29 teachers and 04 interns who worked in the morning shift. The research involved three stages: 1. pedagogical workshops; 2. observation of teaching practice; and 3. teaching planning and mediation. Due to the limits and scope assumed in this work, we started from a larger universe of teachers participating in pedagogical training workshops in audio description, but for the feasibility of the study, we verticalize the observation and analysis of the practice of a single teacher who taught Portuguese. For the construction of the data, inspired by the collective interviews, we carry out rounds of conversations with the participants and individual interviews with the Portuguese language teacher. In addition, we use the observation procedure of this teacher's practice, with records in the field diary, and a questionnaire to characterize the teachers. All steps were recorded through audio recording, video recording and photographs. As a result, we found that training in audio description caused impacts on teachers' conceptions and practices and, specifically, the Portuguese language teacher. In this sense, she started to contemplate audio description in her practice, approached from the perspective of a multisensory and collaborative use, showing the conception that students with visual impairment, in their subjectivity, learn with the whole body and, in this process, students who do not have visual impairment can also benefit from it. The research also revealed difficulties and challenges underlying the teaching practice in the school sphere, indicating that training alone it is not enough for teachers to arrange audio description. It is also necessary to ensure conditions for carrying out the teaching work, building spaces for planning and reflecting on practice, in order to effect the articulation between the teachers of the Specialized Educational Service and the common classroom, bearing in mind that, in the formative process, the school being a training space, “we learn from each other”.