O filme infantil com audiodescrição no contexto escolar: a leitura fílmica no cruzamento de olhares

• Ano de defesa: 2018
• Autor(a) principal: Silva, Jane Cleide Bispo dos Santos
• 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; Audiodescrição de filme infantil; Audiodescrição de filme; Audiodescrição no contexto escolar; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/26448

This work aims to develop, in a collaborative way, a pedagogical proposal mediated by children movies (short-films) with audio description to student with and without visually impaired. To this, it adopts methodological principles related to a qualitative approach, with a research-intervention profile based on dialogism and alterity from Mikhail Bakhtin theoretical conceptions. n this sense, it uses as tools and procedures of building data: observation; register in the field diary; conversation focused on collective interview, according to Kramer (2003); registers with photography, video and audio to ensure accurancy of the data. Due to this, it realizes three pedagogical workshops, with movie session with and without audio description, after that, there were awareness and sensorial perception activities and a conversation circle. Investigation occurred in a public school from Rio Grande do Norte, in the Natal city, in Pitimbu district, in the South region of the city and in the Pedagogical Support Center to attending people visually impaired Iapissara Aguiar – CAP/RN. The subjects of this research are students from 4th level in the Primary School, in a total of 12 boys and 7 girls, one of them visually impaired. Results point audio description linked to the movie and being a theme to be shared have contributed to the inclusion of all students, including that visually impaired one. This study shows an accessible perspective by audio description, collaborating to the dialogical process of scholar knowledge, trying to change students’ comprehension related to people that are not inserted in a normal pattern, designed by the society nowadays, confronting, in this way, their own attitudinal barriers, provoking a real scholar inclusion.