Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Acta Scientiarum. Language and Culture (Online) |
Texto Completo: | http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/55012 |
Resumo: | ncluding special needs students on the regular teaching system predetermines the mandatory development of oral, reading, and writing abilities as established by the Parâmetros Curriculares Nacionais (Brasil, 1998b) national curriculum parameters for Brazilian schools and reinforced by the Base Nacional Comum Curricular (Brasil, 2017). Among the assistive technologies used by blind students to do reading activities are Braille and screen readers, wich perform automatic reading. This paper aims to verify, through a case study, whether the use of one technology allows for a better understanding of the texts than the other, making it possible for the reader to have an active part in building meanings. To do that, we posed reading questions about four texts – two read in Braille and two by a screen reader – to a blind student enrolled in her fifth year of Brazilian Elementary School in Northwest Paraná and analyzed her answers. This study, of an applied nature, is based on what Menegassi (1995, 2010), Solé (1998), and Koch and Elias (2014) discussthe reading process through a social interactionist perspective of language. The analysis showed that Braille led to a better performance in questions of literal answers, while the screen reader led to better results in understanding textual and extratextual inferences, and personal answers. Despite the differences, we concluded that both technologies must be allied in teaching practices, given that Braille reading prioritizes the decoding stage of texts and screen readers favors the understanding and interpretation stages. |
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Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspectiveLeitura em braile versus leitura automática: uma análise comparativa entre duas tecnologias assistivas à luz da perspectiva interacionistaBlindness; educational inclusion; reading; automated reading; braille readingDeficiência visual; inclusão educacional; leitura; leitura automática; leitura em braile.ncluding special needs students on the regular teaching system predetermines the mandatory development of oral, reading, and writing abilities as established by the Parâmetros Curriculares Nacionais (Brasil, 1998b) national curriculum parameters for Brazilian schools and reinforced by the Base Nacional Comum Curricular (Brasil, 2017). Among the assistive technologies used by blind students to do reading activities are Braille and screen readers, wich perform automatic reading. This paper aims to verify, through a case study, whether the use of one technology allows for a better understanding of the texts than the other, making it possible for the reader to have an active part in building meanings. To do that, we posed reading questions about four texts – two read in Braille and two by a screen reader – to a blind student enrolled in her fifth year of Brazilian Elementary School in Northwest Paraná and analyzed her answers. This study, of an applied nature, is based on what Menegassi (1995, 2010), Solé (1998), and Koch and Elias (2014) discussthe reading process through a social interactionist perspective of language. The analysis showed that Braille led to a better performance in questions of literal answers, while the screen reader led to better results in understanding textual and extratextual inferences, and personal answers. Despite the differences, we concluded that both technologies must be allied in teaching practices, given that Braille reading prioritizes the decoding stage of texts and screen readers favors the understanding and interpretation stages.A inclusão de alunos com deficiência na rede regular de ensino destina-lhes a exigência de desenvolvimento das capacidades relacionadas à oralidade, à leitura e à escrita, estabelecida pelos Parâmetros Curriculares Nacionais (Brasil, 1998b) e reforçada pela Base Nacional Comum Curricular (Brasil, 2017). Dentre as tecnologias assistivas utilizadas por alunos cegos para realizar atividades de leitura, estão o braile e os leitores de tela, que realizam uma leitura automática. Este artigo almeja verificar, por meio de um estudo de caso, se o uso de uma das tecnologias permite melhor compreensão dos textos em detrimento do uso de outra, possibilitando o papel ativo do leitor na construção dos sentidos. Para tanto, foram propostas a uma aluna cega, matriculada no quinto ano do Ensino Fundamental da rede pública de ensino de uma cidade do Noroeste do estado do Paraná, questões de leitura sobre quatro textos – dois lidos em braile e dois por um leitor de tela – cujas respostas são analisadas. Este estudo, de natureza aplicada, está pautado no que Menegassi (1995, 2010), Solé (1998) e Koch e Elias (2014) discutem acerca do processo de leitura em uma perspectiva sociointeracionista da linguagem. As análises mostram que o braile propiciou maior desempenho da aluna em questões de resposta literal, enquanto o leitor de tela nas de compreensão inferencial textual, nas de compreensão inferencial extratextual e nas de elaboração pessoal. Apesar das diferenças, conclui-se que as duas tecnologias devem ser aliadas nas práticas de ensino, uma vez que a leitura em braile prioriza a etapa de decodificação dos textos e a leitura automática privilegia as etapas de compreensão e interpretação.Universidade Estadual De Maringá2021-12-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/5501210.4025/actascilangcult.v43i2.55012Acta Scientiarum. Language and Culture; Vol 43 No 2 (2021): July-Dec.; e55012Acta Scientiarum. Language and Culture; v. 43 n. 2 (2021): July-Dec.; e550121983-46831983-4675reponame:Acta Scientiarum. Language and Culture (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/55012/751375153125Copyright (c) 2021 Acta Scientiarum. Language and Culturehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRomualdo, Edson CarlosValdevieso, Gabriela Souza Marques2022-03-29T14:25:22Zoai:periodicos.uem.br/ojs:article/55012Revistahttp://periodicos.uem.br/ojs/index.php/ActaSciLangCultPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/oai||actalan@uem.br1983-46831983-4675opendoar:2022-03-29T14:25:22Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective Leitura em braile versus leitura automática: uma análise comparativa entre duas tecnologias assistivas à luz da perspectiva interacionista |
title |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
spellingShingle |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective Romualdo, Edson Carlos Blindness; educational inclusion; reading; automated reading; braille reading Deficiência visual; inclusão educacional; leitura; leitura automática; leitura em braile. |
title_short |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
title_full |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
title_fullStr |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
title_full_unstemmed |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
title_sort |
Braille versus automated reading: a comparative analysis of two assistive technologies through an interactionist perspective |
author |
Romualdo, Edson Carlos |
author_facet |
Romualdo, Edson Carlos Valdevieso, Gabriela Souza Marques |
author_role |
author |
author2 |
Valdevieso, Gabriela Souza Marques |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Romualdo, Edson Carlos Valdevieso, Gabriela Souza Marques |
dc.subject.por.fl_str_mv |
Blindness; educational inclusion; reading; automated reading; braille reading Deficiência visual; inclusão educacional; leitura; leitura automática; leitura em braile. |
topic |
Blindness; educational inclusion; reading; automated reading; braille reading Deficiência visual; inclusão educacional; leitura; leitura automática; leitura em braile. |
description |
ncluding special needs students on the regular teaching system predetermines the mandatory development of oral, reading, and writing abilities as established by the Parâmetros Curriculares Nacionais (Brasil, 1998b) national curriculum parameters for Brazilian schools and reinforced by the Base Nacional Comum Curricular (Brasil, 2017). Among the assistive technologies used by blind students to do reading activities are Braille and screen readers, wich perform automatic reading. This paper aims to verify, through a case study, whether the use of one technology allows for a better understanding of the texts than the other, making it possible for the reader to have an active part in building meanings. To do that, we posed reading questions about four texts – two read in Braille and two by a screen reader – to a blind student enrolled in her fifth year of Brazilian Elementary School in Northwest Paraná and analyzed her answers. This study, of an applied nature, is based on what Menegassi (1995, 2010), Solé (1998), and Koch and Elias (2014) discussthe reading process through a social interactionist perspective of language. The analysis showed that Braille led to a better performance in questions of literal answers, while the screen reader led to better results in understanding textual and extratextual inferences, and personal answers. Despite the differences, we concluded that both technologies must be allied in teaching practices, given that Braille reading prioritizes the decoding stage of texts and screen readers favors the understanding and interpretation stages. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/55012 10.4025/actascilangcult.v43i2.55012 |
url |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/55012 |
identifier_str_mv |
10.4025/actascilangcult.v43i2.55012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/55012/751375153125 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Acta Scientiarum. Language and Culture http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Acta Scientiarum. Language and Culture http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
publisher.none.fl_str_mv |
Universidade Estadual De Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Language and Culture; Vol 43 No 2 (2021): July-Dec.; e55012 Acta Scientiarum. Language and Culture; v. 43 n. 2 (2021): July-Dec.; e55012 1983-4683 1983-4675 reponame:Acta Scientiarum. Language and Culture (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Language and Culture (Online) |
collection |
Acta Scientiarum. Language and Culture (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Language and Culture (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
||actalan@uem.br |
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1799317466848952320 |