Efeitos de histórias adaptadas na produção de narrativas orais de uma criança com baixa visão em idade pré-escolar
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Data
2017-03-07
Autores
Soriano, Karen Regiane [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa abordou a temática das narrativas orais em crianças com baixa visão. Há controvérsias na literatura especializada sobre o desenvolvimento da linguagem oral na população com cegueira e baixa visão, ao mesmo tempo em que é enfática ao afirmar a importância dessa habilidade como forma principal de intercâmbio social e construção e apropriação de conhecimentos, nessa população. Nesse sentido, a possibilidade de aperfeiçoar as narrativas orais pode ser uma contribuição importante para o desenvolvimento de crianças com essas características. Temos como hipótese que esse aperfeiçoamento pode ocorrer a partir de estratégias metatextuais, como as propostas pelo PRONARRAR, associadas a adaptações (ampliações ou modificações com características viso-táteis) de histórias. Dentro desse contexto, o objetivo principal desse estudo foi verificar os efeitos do uso de histórias adaptadas, organizadas a partir de estratégias metatextuais, na construção de narrativas orais de uma criança com baixa visão, em idade pré-escolar. De modo específico, pretendeu-se: a) identificar, na concepção materna, as necessidades e potencialidades que poderiam ser contempladas na adaptação de materiais de leitura para uma criança com baixa visão; b) construir e avaliar, na perspectiva do usuário, propostas de adaptações para diferentes situações e; c) avaliar, em situações distintas, a estrutura de narrativas orais dessa criança, (re)produzidas: 1) a partir uma história com tema livre; 2) após a leitura de uma história infantil (com o livro e reduzida à quatro cenas adaptadas com características viso-táteis); e 3) a partir de histórias adaptadas do PRONARRAR (ampliadas e com características viso-táteis). De natureza descritiva, essa pesquisa foi desenvolvida em ambiente domiciliar. Num primeiro momento, foi realizada uma entrevista com a mãe da criança para levantar dados do perfil desta criança, com destaque para preferências de brincadeiras e brinquedos. Num segundo momento, foram elaboradas seleções, adaptações e avaliações das histórias selecionadas com base nos dados da entrevista. Por fim, foram realizadas avaliações das narrativas orais produzidas pela criança, nas três situações distintas. As entrevistas foram analisadas a partir de seu conteúdo temático, as adaptações por meio de uma escala desenvolvida especificamente para este fim e as narrativas por meio de instrumentos específicos apresentados pelo PRONARRAR. Os relatos da mãe forneceram indicadores para a seleção das histórias e dos materiais utilizados para as adaptações. As avaliações de propostas de adaptação indicaram uma preferência para os materiais com características viso-táteis e uma melhor elaboração de narrativas orais, quando foi utilizado o apoio de imagens adaptadas com características viso-táteis. Espera-se contribuir com os avanços em relação às investigações científicas dessa temática, destacando que, em virtude das características específicas de cada sujeito, não podemos tecer generalizações de nossos resultados. No entanto, podemos indicar aspectos importantes para o trabalho com este público, sobre tudo na Educação Infantil, levando em consideração características mais gerais tanto dos sujeitos com baixa visão quanto de crianças em idade pré-escolar.
This research approached the theme of oral narratives in children with low vision. There is controversy in the literature on the development of oral language in the population with blindness and low vision, while it is at the same time emphatic in affirming the importance of this ability as the main form of social interchange and construction and appropriation of knowledge in this population. In this sense, the possibility of improving oral narratives can be an important contribution to the development of children with these characteristics. We have the hypothesis that this improvement can occur from metatextual strategies, such as those proposed by PRONARRAR, associated with adaptations (enlarged or modifications with visualtactile characteristics) of stories. In this context, the main objective of this study was to verify the effects of using adapted stories, organized from metatextual strategies, in the construction of oral narratives of a child with low vision, in kindergarten age. In a specific way, it was intended to: a) identify, in the maternal conception, the needs and potentialities that could be contemplated in the adaptation of reading materials for a child with low vision; b) construct and evaluate, from the user's perspective, proposals for adaptations to different situations and; c) to evaluate, in different situations, the structure of oral narratives of this child, (re)produced: 1) from a story with a free theme; 2) after reading a children's story (with the book and reduced to four adapted scenes with visual-tactile characteristics); and 3) from adapted stories of PRONARRAR (enlarged and with visual-tactile characteristics). With a descriptive origin, this research was carried out in a home environment. At first, an interview was conducted with the child's mother to collect data on the child's profile, highlighting the child’s preferences for games and toys. In a second moment, selections, adaptations and evaluations of the selected stories were elaborated based on the data of the interview. Finally, evaluations of the oral narratives produced by the child were carried out in these three different situations. The interviews were analyzed based on their thematic content, the adaptations through a scale developed specifically for this purpose and the narratives through specific instruments presented by PRONARRAR. The mother's reports provided indicators for selecting the stories and materials used for the adaptations. The evaluations of adaptation proposals indicated a preference for materials with visual-tactile characteristics and a better elaboration of oral narratives, when the support of adapted images with visual-tactile characteristics was used. It is hoped to contribute with the advances in relation to the scientific investigations of this subject, emphasizing that, due to the specific characteristics of each subject, we cannot make generalizations of our results. However, we can indicate important aspects to work with this audience, especially in Early Childhood Education, considering more general characteristics of both subjects with low vision as well as kindergarten age.
This research approached the theme of oral narratives in children with low vision. There is controversy in the literature on the development of oral language in the population with blindness and low vision, while it is at the same time emphatic in affirming the importance of this ability as the main form of social interchange and construction and appropriation of knowledge in this population. In this sense, the possibility of improving oral narratives can be an important contribution to the development of children with these characteristics. We have the hypothesis that this improvement can occur from metatextual strategies, such as those proposed by PRONARRAR, associated with adaptations (enlarged or modifications with visualtactile characteristics) of stories. In this context, the main objective of this study was to verify the effects of using adapted stories, organized from metatextual strategies, in the construction of oral narratives of a child with low vision, in kindergarten age. In a specific way, it was intended to: a) identify, in the maternal conception, the needs and potentialities that could be contemplated in the adaptation of reading materials for a child with low vision; b) construct and evaluate, from the user's perspective, proposals for adaptations to different situations and; c) to evaluate, in different situations, the structure of oral narratives of this child, (re)produced: 1) from a story with a free theme; 2) after reading a children's story (with the book and reduced to four adapted scenes with visual-tactile characteristics); and 3) from adapted stories of PRONARRAR (enlarged and with visual-tactile characteristics). With a descriptive origin, this research was carried out in a home environment. At first, an interview was conducted with the child's mother to collect data on the child's profile, highlighting the child’s preferences for games and toys. In a second moment, selections, adaptations and evaluations of the selected stories were elaborated based on the data of the interview. Finally, evaluations of the oral narratives produced by the child were carried out in these three different situations. The interviews were analyzed based on their thematic content, the adaptations through a scale developed specifically for this purpose and the narratives through specific instruments presented by PRONARRAR. The mother's reports provided indicators for selecting the stories and materials used for the adaptations. The evaluations of adaptation proposals indicated a preference for materials with visual-tactile characteristics and a better elaboration of oral narratives, when the support of adapted images with visual-tactile characteristics was used. It is hoped to contribute with the advances in relation to the scientific investigations of this subject, emphasizing that, due to the specific characteristics of each subject, we cannot make generalizations of our results. However, we can indicate important aspects to work with this audience, especially in Early Childhood Education, considering more general characteristics of both subjects with low vision as well as kindergarten age.
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Palavras-chave
Educação especial, Baixa visão, Recursos pedagógicos, Narrativa oral, PRONARRAR