Eu também sou poesia: práticas de letramentos literários para estudantes com deficiência visual

• Autor(a) principal: de Oliveira GOMES, Marcia
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/13872
• topic: Literary literacies; visual impairment; literature; high school; Letramentos literários; Deficiência visual; Literatura; Ensino Médio

This article aims to report literary literacy practices developed with visually impaired students at the Benjamin Constant Institute. The perspective of teaching literature is based on authors such as Candido (2004) for whom literature plays an important role in the process of humanization and formation of a sociopolitical consciousness, and Cosson (2018), who reflects on the school as a space for systematic appropriation of literary language. This study's methodology is action research, which concerns the resolution of a collective problem in a collaborative way between researchers and participating subjects. In this way, I seek through this discussion and the reported experiences to point out ways for a significant work from the experiences of learners both in reading and writing, as a construction and expression of thoughts and emotions, as well as in the discovery of self and the world by through the relationship with literature, contributing to the reading and citizenship formation of people with visual impairments.