Publicação
Entrelaçamento: percepções e experiências vivenciadas na formação de conceitos por cegos congênitos
| Resumo: | This research aimed to understand the process of acquisition of concepts by adolescents with congenital blindness. The guiding question was: How does the congenital blind child construct concepts? As a general objective, we sought to identify the characteristics of the perceptual pathways that propitiate this person to construct concepts. As a specific objective, delineate specificities regarding the perception for the acquisition of concepts by the adolescent with congenital blindness. The participants of the study were five adolescents between the ages of twelve and fifteen, chosen for having congenital blindness, enrolled in public schools in the city of São Paulo. It was a qualitative research, in which a semi-structured interview was used as a data collection instrument, which was started by asking the participants to talk about the things they knew about the world in which they lived. The recording was done through audio recording, which allowed to capture the immediate information, the way they were expressed. When necessary, the subjects were asked to deepen their speeches, giving more details on the subject. The theoretical framework adopted was based on Ausubel's theory of learning (1968, 2003) and on authors such as Masini and Moreira (1999, 2003, 2006, 2008, 2009); in the phenomenology of the perception of Merleau-Ponty (1971, 1975, 1990, 1992, 1997) and in authors who investigate visual impairment, such as Amiralian (1997), Bruno (1993, 1997, 1999), Ochaita ), Ormelezi (2000, 2006), Sacks (1995) and Vygotsky (1997, 2007); in studies on the learning of the visually impaired person, on the construction of concepts and perception. Data analysis was based on the content analysis proposed by Bardin (2010). As results, we find that the concept construction by the congenital blind adolescent happens from his own perceptive referential, from his experiences and according to the specificities of his perceiving, feeling, organizing and relating in and with the world. |
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| Autores principais: | Rodrigues, Marta Cristina |
| Assunto: | adolescente. aquisição de conceitos cegueira congênita percepção CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| Ano: | 2017 |
| País: | Brasil |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | unknown |
| Instituição associada: | IBICT |
| Idioma: | português |
| Origem: | Oasisbr |
| Resumo: | This research aimed to understand the process of acquisition of concepts by adolescents with congenital blindness. The guiding question was: How does the congenital blind child construct concepts? As a general objective, we sought to identify the characteristics of the perceptual pathways that propitiate this person to construct concepts. As a specific objective, delineate specificities regarding the perception for the acquisition of concepts by the adolescent with congenital blindness. The participants of the study were five adolescents between the ages of twelve and fifteen, chosen for having congenital blindness, enrolled in public schools in the city of São Paulo. It was a qualitative research, in which a semi-structured interview was used as a data collection instrument, which was started by asking the participants to talk about the things they knew about the world in which they lived. The recording was done through audio recording, which allowed to capture the immediate information, the way they were expressed. When necessary, the subjects were asked to deepen their speeches, giving more details on the subject. The theoretical framework adopted was based on Ausubel's theory of learning (1968, 2003) and on authors such as Masini and Moreira (1999, 2003, 2006, 2008, 2009); in the phenomenology of the perception of Merleau-Ponty (1971, 1975, 1990, 1992, 1997) and in authors who investigate visual impairment, such as Amiralian (1997), Bruno (1993, 1997, 1999), Ochaita ), Ormelezi (2000, 2006), Sacks (1995) and Vygotsky (1997, 2007); in studies on the learning of the visually impaired person, on the construction of concepts and perception. Data analysis was based on the content analysis proposed by Bardin (2010). As results, we find that the concept construction by the congenital blind adolescent happens from his own perceptive referential, from his experiences and according to the specificities of his perceiving, feeling, organizing and relating in and with the world. |
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