Audiodescrição: um recurso facilitador para aprendizagem da pessoa com deficiência visual no ensino superior
This work deals with audio description as inclusive pedagogical tool in the classroom, consisting of the conversion of all visual content that can not be seen by people with visual impairments in verbal content. With the main objective to analyze the use of audio description as mediation resource in teaching practice, which provides access to visual information in the classroom for visually impaired people, specifically intend to seek improvements in the individual learning process of teaching visually impaired, present the technique as a way to improve the teaching and learning process and socialize with the academic community about the importance of audio description as blind learning facilitator. From a methodological point of view, it is a qualitative research, descriptive, cross - cut of taking aiming at the identification and definition of relevant issues to the topic. We count on the participation of three visually impaired students of the Federal University of Paraiba, of both sexes and different age group. Adopted as a research instrument a questionnaire containing 13 questions, initially with 11 objective questions to measure the frequency of certain responses, and two subjective questions in order to add possible considerations, some of the above questions, serving as discursive supplement. Data from this study were analyzed according to Content Analysis proposed by Bardin through three analytical themes: The first theme regarding "The teacher and the use of technological resources and images", the second theme on "The teacher a nd gestural practices "and the third theme showing" The greatest diff iculties and possible solutions. " Although we realize that the university has been trying to improve as a social and inclusive space, it became evident that all students surveyed do notbe lieve that most of the teachers are qualified to teach classes for the visually impaired, mainly due to the absence of adapted materials. We note, then, that we need to rethink some methodological practices within the academy and rebuild attitudes and trul y inclusive classes within each course, ensuring a learning space on equal conditions for all students.
Audiodescrição, Deficiência visual, Prática pedagógica
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