The braille table “braillena” as a didatic resource in the literacy of people with visual impairment

Abstract

The literacy of students with visual impairments in regular schools is the main theme of this work, which carries in its core an in-depth reflection on the proposed theme. This article is the result of research conducted within the framework of a Professional Master’s Program in Management, Planning, and Education, aimed at articulating academic research with the development of a technical-technological product applied to the inclusive educational context. This approach proves the need to re-examine the school reality in order to understand the challenges that exist in literacy for students with visual impairments, as the inclusion process can be translated into the ability to offer effective responses to the learning of these students. The idea for building this product came from observing the difficulties in fine motor coordination, especially in the left hand of a visually impaired student of literacy age who was being cared for in the resource room of a state school. In this sense, the aim of this study is to highlight the importance of specialized technical material – Braille Table – in the literacy of students with vision impairments, proposing the “BRAILLENA” to facilitate the teaching task in the literacy process and in learning the Braille System. To this end, this is qualitative, descriptive research, conducted through semi-structured interviews with Elementary School teachers, with the aim of understanding the perspective of these professionals in relation to the use of specialized technical material in pedagogical practice, specifically, during this very relevant school period for students with visual impairments. Therefore, the topic discussed also highlights the importance of specialized teaching material in learning, as it seeks to stimulate reflections that drive tangible transformations in the educational sphere, therefore contributing to the effective inclusion of people with visual impairments.