Stories of the in/exclusion: tensions during the realization of the ‘Toeic Bridge’ in braille

• Autor(a) principal: Souza, Valeska Virgínia Soares
• Data de Publicação: 2019
• Outros Autores: Ferreira, Ana Karoliny, Borges Coelho, Margarete Afonso
• 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/8715
• topic: Narrative Inquiry.; Tensions; Visually impaired; Toeic Bridge; Pesquisa Narrativa; Tensões; Deficientes visuais; Toeic Bridge

This research text is the result of great concern on the part of the researchers about the tensions faced by the visually impaired in school education. The main objective is to narrate and make sense of the tensions experienced by a visually impaired student and her teachers in the taking and proctoring of the Toeic Bridge language proficiency test offered by the Federal Government to the students regularly enrolled in the Technical Education integrated to High School of the Federal Institutes in Brazil. Narrative Inquiry was understood by the researchers as the most appropriate theoretical-methodological path to understand and investigate the experience lived by the participants. In addition to having the theoretical contribution of some authors to clarify important concepts and conceptions regarding visual impairment, scientific publications within the scope of Narrative Inquiry collaborate to theoretically ground the research course. For the composition of meanings, the deweyan proposal of experience according was adopted, according to which educational experience, besides being active and passive, needs to be endowed with meaning. When trying to compose the meanings of the stories lived and told, one can perceive that the tensions are multiple and in multiple spheres. However, it was possible to perceive the urgency of Brazilian governmental and institutional practices and policies to promote greater accessibility to the visually impaired in relation to their rights, specifically to ‘educational rights’. Recebido em: 02 de julho de 2019Modificado em: 24 de outubro de 2019Aceito em: 11 de novembro de 2019