A literatura infantil e as crianças com deficiência visual na educação infantil: um estudo de caso na rede municipal de Belo Horizonte

Abstract

This research aimed to investigate how Specialized Educational Assistance (SEA) teachers provide guidance in mediating literature and to analyze the literary reading mediations developed by these teachers with visually impaired children aged four to six enrolled in Early Childhood Education at RME-BH. To achieve this, the following procedures were conducted: (a) identification of SEA teachers catering to visually impaired children aged four to six in RME-BH; (b) exploration and analysis of these teachers' conceptions of children's literature, education, and inclusion; (c) assessment of the quality and suitability of children's literature books and other teaching materials used by SEA teachers in their work with visually impaired children in the chosen age group; and (d) analysis of pedagogical practices related to the development of visually impaired children as readers of literature. A qualitative field research and case study were conducted, involving visits to Specialized Educational Assistance classrooms and the participation of nine SEA teachers. The analysis of interviews reveals strategies mediated by SEA teachers and challenges to be overcome to offer literature as a potent accessibility resource in both specialized and regular Early Childhood Education classrooms. The research is primarily grounded in the historical-cultural perspective, especially considering Vygotsky's productions and research written between 1924 and 1931. Given the specificities of visually impaired children served by SEA regarding the importance of literature for the development of higher psychological functions and language development from childhood, the research culminated in an informative ebook with suggestions to encourage working with literature and literary reading with both sighted and visually impaired children. This proposal encourages reflections on the importance of this tool from early childhood as an accessible resource in Specialized Educational Assistance classrooms.