Os desafios da atuação docente quanto ao processo de alfabetização da criança cega por meio do sistema Braille

Abstract

The aim of this paper is to discuss the relevance of the literacy process of blind children through the braille system, as well as to problematize the challenges of teaching in this aspect. for this paper, we rely on qualitative research, based on researchers in the field, including Mantoan (2003), Costa (2009), Santos, Reis, and Siqueira (2020). In addition to theoretical research, we conducted interviews with two teachers affiliated with the municipal education department of anápolis/go, who work in specialized educational assistance (sea). The results obtained indicated that the literacy of blind children through the braille system is necessary for a comprehensive academic education. however, despite the significant efforts of the interviewed teachers, the studies revealed that the literacy process of blind children faces challenging and limiting issues, among which the scarcity of effective public policies aimed at providing the necessary educational resources for this literacy, as well as the lack of diffusion of the braille system in teacher training processes, stand out.