Dificuldades de um aluno deficiente visual com o gênero multimodal charge em livros didáticos: relato de experiência

Abstract

In this final course work, I propose to write an experience report on the difficulties I, a blind visually impaired student, experienced in reading and interpreting multimodal cartoon texts, found in textbooks, during my schooling process. In order to support my report, I intertwined my experiences with the analysis of reading and interpreting text activities of three multimodal cartoon texts, found in 4 volumes (from 6th to 9th grade) of the collection Weaving Languages - Portuguese Language from Editora IBEP, textbooks sent to state schools in the city of Chopinzinho-PR, by the National Textbook Program (PNLD), written by the authors: Tania Amaral Oliveira and Lucy Aparecida Melo Araujo, to be used in the school years from 2020 to 2023. The methodology used is qualitative and involves documentary research. As theoretical support, I used the contributions of Coutinho (2023), Bakhtin (2003) and the BNCC (2018). According to my experience and analysis presented, it can be inferred that the activities of reading and interpreting texts for the multimodal cartoon text in textbooks remain aimed only at sighted students, without any adaptation for visually impaired blind students, such as, for example, an audio description or a description in Braille. Therefore, it is essential that this gap be reviewed and that inclusion laws be applied, giving blind visually impaired students the right to develop on equal terms and on an equal footing with sighted students. I also emphasize the relevance of this course completion work, as it may contribute as a teaching material that contains texts of the multimodal cartoon genre with adaptations/descriptions and assist in the work of teachers who work with visually impaired blind students.