O emprego de linguagens acessíveis para alunos com deficiência visual em aulas de Óptica Using accessible language with students with visual impairment when studying Optics

dc.creator	Eder Pires de Camargo
dc.creator	Roberto Nardi
dc.date	2008-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:52Z
dc.date.available	2015-08-12T11:17:52Z
dc.identifier	10.1590/S1413-65382008000300006
dc.identifier	1413-6538
dc.identifier	1980-5470
dc.identifier	https://doaj.org/article/9eaa4651655f4b948dc3b0dcf7c65c28
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26521
dc.description	O presente artigo encontra-se inserido dentro de um estudo que busca compreender as principais alternativas para a inclusão de alunos com deficiência visual no contexto do ensino de física. Focalizando aulas de óptica, analisa as viabilidades comunicacionais entre licenciandos e discentes com deficiência visual. Para tal, enfatiza as estruturas empírica e semântico-sensorial das linguagens utilizadas, indicando fatores geradores de acessibilidade às informações veiculadas. Recomenda, ainda, alternativas que visam dar condições à participação efetiva do discente com deficiência visual no processo comunicativo, das quais se destacam: a identificação da estrutura semântico-sensorial dos significados veiculados, o conhecimento da história visual do aluno, a utilização de linguagens de estrutura empírica tátil-auditiva interdependente em contextos interativos, bem como, a exploração das potencialidades comunicacionais das linguagens constituídas de estruturas empíricas fundamental auditiva, e auditiva e visual independentes.<br>This paper is part of a broader study aiming to understand the main alternatives for including students with visual impairments in the context of teaching physics. It analyzes the feasibility of communication between future physics teachers and their students with visual impairments during classes on optics. To this end, the study emphasizes empirical and semantic-sensorial structures of language that need to be used, indicating factors that enable access to information the teacher means to impart. Alternatives are recommended in order to enable students with visual impairments to participate as fully as possible in the communicative process. Among them we emphasize: the identification of semantic-sensorial structures; understanding the student's visual history; using interdependent empirical tactile-audio language structures in interactive contexts, as well as exploring communicational potentialities of languages made up of empirical structures that are primarily hearing or that have independent audio and visual structures.
dc.language	Portuguese
dc.publisher	Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-65382008000300006
dc.relation	https://doaj.org/toc/1413-6538
dc.relation	https://doaj.org/toc/1980-5470
dc.source	Revista Brasileira de Educação Especial, Vol 14, Iss 3, Pp 405-426 (2008)
dc.subject	educação
dc.subject	educação especial
dc.subject	meios de ensino
dc.subject	education
dc.subject	special education
dc.subject	teaching techniques
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	O emprego de linguagens acessíveis para alunos com deficiência visual em aulas de Óptica Using accessible language with students with visual impairment when studying Optics
dc.type	article