Ensino de língua inglesa para alunos com deficiência visual na perspectiva do letramento crítico e dos multiletramentos

Abstract

With the need for inclusion becoming more and more immediate, supported by inclusive public policies, and constituting a factor of teacher responsibility in the face of specific educational needs, this dissertation presents the development of research around English language teaching for visually impaired students, from the perspective of Critical Literacy with the usage of multimodal genres. As a theoretical foundation, we address the social inclusion movement, bringing authors who have collaborated in this area (MANTOAN 2003; SASSAKI 2017; VYGOTSKY 1997, JESUS E FURLANETO 2019). With regard to the perspective of critical literacies, we looked at authors (DUBOC 2012, STREET 2014, NORTON & MENEZES DE SOUZA 2011, JORDÃO E FOGAÇA 2007, TOOHEY 2004), and authors who emphasize the importance of the multimodality of language, from a multiliteracies perspective (KALANTZIS E COPE 2015, KALANTZIS, COPE E PINHEIRO 2020, KNOBEL 2007, ROJO 2012, ROJO E MOURA 2015). To answer the research questions, the work was based on the method of Ethnography of School Practice (ANDRÉ, 2012), with the aim of interpreting educational phenomena associated with a given educational reality and ethnography in virtual environments (Hine, 2005) and the precepts of virtual ethnography brought by Kozinets (2014) and Leitão and Gomes (2017). Data was generated by recording with subsequent transcription the remote University Extension course at the Language Institute of the Federal University of Mato Grosso entitled "Teaching English to Visually Impaired Students", which took place in the first semester of 2022. The interactions between the research subjects are shown in excerpts transcribed and interpreted by the researcher. It is concluded that the visually impaired students developed a progressive competence in understanding and using linguistic structures in English in their teaching-learning process, enhanced by the use of multimodal genres and assistive digital technologies, by the opening up to critical discussion of topics based on critical literacy and by the students' agency in the contexts of interaction in class.