Deficiência visual e língua inglesa no enem: percepções de aluno e professora - ledora e impactos para a formação docente

Abstract

A lot has been achieved in the quest for a more inclusive education for people with disabilities in Brazil, resulting in their access to higher education (BRASIL, 2012). However, reaching the university is still proving to be a significant challenge. That is partly due to the fact that less problematized areas still persist in teacher training when it comes to these students: the teachers often do not see themselves in a position where they can properly prepare them for a selective process, due to factors that vary from little knowledge regarding the education of people with disabilities, to a lack of resources at the schools. Considering those matters, this work focuses on the English language test of the Exame Nacional do Ensino Médio (Enem) and on visual impairment, having as its objective to analyze the perceptions of a blind student in a preparatory English class at the Instituto dos Cegos da Paraíba Adalgisa Cunha (ICPAC), as well as those of his teacher, who also acts as a reader in exams. It is in our interest to discuss the impact of the English classes at the regular school and at ICPAC in the student's preparation for the aforementioned exam, as well as to identify in which way the work of as a reader influences the teacher's performance while supervising interns in the context of the specialized school. In order to create a theoretical base for this research, legal documents regarding inclusion at schools and Enem were utilized, as well as other works focusing on readers (GUIMARÃES, 2009; SIMÕES, 2012), training and performance of blind students' teachers (DANTAS, 2014a; QUINTIERE, 2017) and the trajectory of people with disabilities in Brazil (SASSAKI, 2011; DANTAS, 2014b). A qualitative-interpretative research (BORTONI-RICARDO, 2008) took place, in which both student and teacher-reader were interviewed about their experiences. The analysis of the texts of the interviews pointed to the importance of the specialized school, both regarding the learning process of blind students and the teacher training. Those points have implications for teacher training and inclusion, leading to the building of more knowledge on the topic of inclusive education in general, especially regarding the preparation of visually impaired students for selective exams and the teacher and reader's roles in that process. Our research also points out the need to explore the role of reader further, as well as the impact of those discussions on teacher training.