Educação, arte e inclusão: audiodescrição como recurso artístico e pedagógico para a inclusão das pessoas com deficiência

Abstract

Schools have a significant demand for students with some type of disability and audiodescription can contribute significantly to the learning process of these students as a communication and accessibility resource. The research aimed to propose social technology through technical-pedagogical products to contribute to the preparation of subjects in the reception of didactic and artistic events mediated by audiodescription, seeking to promote the communication autonomy of people with disabilities. In the execution of the research, we apply the qualitative and quantitative approach in an interdisciplinary perspective between Education and Art, with theoretical approaches based on authors who talk about the importance of communication and technologies for guaranteeing the rights of people with disabilities, such as Bobbio with the concept of communication and Claus Mueller with the concept of blocked communication, besides other thematic authors that approach the audio description. The methodological procedures involve: bibliographical research, with readings and systematization of theoretical, methodological and thematic works on education, inclusion, art, visual impairment and audiodescription; documentary research, pedagogical guidelines and legislation on the relationship education, art and disability, as well as audiodescription; and pedagogical action, with diagnosis, elaboration, development and evaluation of a Pedagogical Intervention Plan. The results indicate that teachers in the common classroom are unaware of the resource of the audio description and the teachers of the resource room, some have already heard, but they do not know what it is, which shows a distance between teachers of the common classroom and the teachers of specialized educational service. Thus, the research hopes to contribute significantly to the sociocultural transformations of pedagogical thinking, both in relation to the imaginary, artistic and cultural universe, as well as in the understanding of the specific needs of people who learn the world through paths different from the others.