Práticas de mediação do texto literário: contribuições para o processo de inclusão de uma criança com baixa visão numa EMEI de Belo Horizonte

Abstract

This research describes and analyzes the practices of mediation of the literary text between teachers and sighted children and low vision children in a Municipal School of Early Childhood Education (EMEI), in the city of Belo Horizonte, Minas Gerais. The Special Education from the perspective of inclusive education proposes an education for all, in a single space, regardless of whether the person has a disability or not. It is aimed at equal opportunities and equity in the provision of resources and strategies for accessing formal knowledge. It is worth emphasizing the importance of a schooling process that goes beyond the right to enrollment, ensuring accessibility to proposed activities in the school for children with disabilities and promoting participation, interaction and learning for them in the school environment, as well as promoting respect for differences and appreciation of human diversity for the exercise of empathy and citizenship in society, thus combining discourse and practice. To this end, literary language as an expression of human artistic creation can contribute to the expansion of world experience and the realization of the children’s rights, since that there is adequate use of literature in school spaces by mediators and, resulting, thus, in the development of aesthetics and ethics aspects present in the relationships between the subjects and the literary text, and also resulting in the sense of belonging and construction of the identity of these children. The general objective of the present research is to understand the practices of mediation of the literary text with sighted and low vision children in the school environment. Furthermore, we intend to reflect on the reading practice in the process of literacy and literary literacy; to understand how the visually impaired child relates to the reading performed by literary reading mediators; to analyze the accessibility resources and strategies used in the activities, as well as identify the limits and advances in the literacy process through children's literature. In this sense, the establishment of conceptual basis of some terms were of paramount importance for a better elaboration of this study, such as: childhood cultures, orality, literacy as a social practice, literary literacy, literature, reading mediation, inclusion process in the school context, the relationship between child literature, disability, resources and accessibility strategies for visually impaired children, such as intersemiotic translation and assistive technology. This theoretical construction had an interdisciplinary proposal, since it considers studies between Education (BELMIRO, 2008; SOUZA, 2010; SOARES, 1998, 1999; PAULINO, 2014; COSSON, 2011; GALVÃO; BATISTA, 2006; STREET, 2012, 2014; SARMENTO, 2004); Literature (ZUMTHOR, 1993, 2010; ONG, 1982; HAVELOCK, 1995, 1996; VELASCO, 2018; AMARILHA, 2010; YUNES, 2012, 2015; REYES, 2012; CÂNDIDO, 2004; BERNARDO, 2005); Disability and School Inclusion (MAZZOTTA, 2011; BERSCH, 2006; DINIZ, 2007; SÁ; CAMPOS; SILVA, 2007; SASSAKI, 1998, 2010; MANTOAN, 2007, 2013) and Intersemiotic Translation (DINIZ, 1994; TEIXEIRA, 2018; MOTTA; ROMEU FILHO, 2010). Therefore, we propose as methodology the use of qualitative approach with different procedures and instruments for data collection, such as: field diary, semi-structured interviews, analysis of school and official documents. The results of this research showed that the education professionals (teachers, coordinator, and direction) of the school, to a certain extent, are engaged with the perspective of literature as Art in Early Childhood Education. As for specific literary practices with children with Visual Impairment, this study showed awareness and sensitization on the part of these professionals, however, it is considered the need for continuing education for them to deepen the concepts, resources, and strategies for offering an accessible and inclusive literature for children with this type of disability.