Cordel in Braille: Education that rhymes with inclusion in Elementary School I

Abstract

Cordel Literature is a textual genre that encompasses both orality and writing and is deeply rooted in Brazilian popular culture, especially in the Northeast region of Brazil. Bringing cordel literature into the classroom presupposes not only knowledge about this literary genre, but also an understanding of the diverse student population that has increasingly been entering school environments today, in accordance with the principles established by Brazilian educational legislation.In this theoretical essay, we present a didactic sequence involving cordel literature for both sighted and blind students collectively, in elementary school classes (Ensino Fundamental I), within the context of a public school in Niterói, while not excluding the possibility of applying the activities to historical contexts in other municipalities. The proposal is grounded in bibliographic research and in the experiences lived by the authors. Classroom work involving blind students presents particularities regarding writing — which must be carried out using the Braille System and resources such as the braille typewriter, the slate and stylus — as well as drawing activities, which require the use of a tactile drawing board. For the appropriate use of Assistive Technology resources in the educational context, it is of utmost importance that education professionals and classroom teachers understand the specific characteristics of these students, in order to provide them with satisfactory pathways to learning. The initiative for this article emerged from the concern with implementing truly inclusive teaching practices for students with sensory impairments, such as blindness. The text engages with theorists who specialize in visual impairment and contribute through their studies, as well as with the legislation related to Special Education from the perspective of inclusive education.