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

Authors

  • Valeska Virgínia Soares Souza Universidade Federal de Minas Gerais
  • Ana Karoliny Ferreira Instituto Federal do Triângulo Mineiro
  • Margarete Afonso Borges Coelho Universidade Federal de Uberlândia

DOI:

https://doi.org/10.36311/2358-8845.2019.v6n2.02.p13

Keywords:

Narrative Inquiry., Tensions, Visually impaired, Toeic Bridge

Abstract

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 2019
Modificado em: 24 de outubro de 2019
Aceito em: 11 de novembro de 2019

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Author Biographies

  • Valeska Virgínia Soares Souza, Universidade Federal de Minas Gerais

    Doutora pela Universidade Federal de Minas Gerais (UFMG). Mestre pela Universidade Federal de Uberlândia (UFU). Professora de inglês do Instituto de Letras e Linguística da UFU. Fez estágio pós-doutoral na área de Pesquisa Narrativa, jogos e gamificação em 2016. Pesquisa o uso de tecnologias digitais para a aprendizagem de línguas, práticas pedagógicas inovadoras e o processo de internacionalização da educação brasileira. Coordena o Programa de Formação para Internacionalização (ProInt/UFU) e é membro do Grupo de Pesquisa Narrativa (GPNEP).

  • Ana Karoliny Ferreira, Instituto Federal do Triângulo Mineiro

    Técnica em administração pelo Instituto Federal do Triângulo Mineiro (IFTM) Campus Patrocínio (2017) e graduanda em Psicologia no Centro Universitário do Cerrado Patrocínio (UNICERP). Possui competência linguística em inglês e em espanhol. Completou Iniciação Científica em pesquisa narrativa e tem interesse de investigar questões relacionadas à inclusão.

  • Margarete Afonso Borges Coelho, Universidade Federal de Uberlândia

    Mestra em Estudos Linguísticos pela Universidade Federal de Uberlândia (UFU). Coordenadora Geral de Ensino, Pesquisa e Extensão do IFTM Campus Patrocínio. Professora EBTT na área de Português/Inglês, lotada no Instituto Federal do Triângulo Mineiro (IFTM), Campus Patrocínio. Graduada em Letras, com especialização em Língua Portuguesa (1990) e em Língua Inglesa (1999) pela Faculdade de Filosofia Ciências e Letras de Patrocínio atual Centro Universitário do Cerrado - Patrocínio/MG. Utiliza a Pesquisa Narrativa na investigação de temas ligados, principalmente, à educação, tecnologia e formação de professores.

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Published

2019-12-20

Issue

Vol. 6 No. 2 (2019)

Section

Artigos

License

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Qualis Capes (2017-2020)

Education: B1

How to Cite

SOUZA, Valeska Virgínia Soares; FERREIRA, Ana Karoliny; BORGES COELHO, Margarete Afonso. Stories of the in/exclusion: tensions during the realization of the ‘Toeic Bridge’ in braille. Revista Diálogos e Perspectivas em Educação Especial, Marília, SP, v. 6, n. 2, p. 13–30, 2019. DOI: 10.36311/2358-8845.2019.v6n2.02.p13. Disponível em: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/8715.. Acesso em: 22 nov. 2024.