Ana ValĂ©ria Figueiredo da Costa Professor of UERJ at the Institute of Arts. Experience in Education in the following subjects: Teacher Training, Pedagogical Practice, Special / Inclusive Education, Arts, Music and Pedagogical Disciplines.

Tatiane Monteiro Graduated in  visual arts, by UERJ. She works in the field of Inclusive Education, specifically for Teaching the Arts for the Blind in regular education. Developing tactile planks in two-dimensional reliefs, with textures and materials appropriate to the needs and the closest to reality for the teaching of art in an egalitarian way, with the exchange of knowledge and independence of blind and visionary students for collective and individual learning.

Isabel Carneiro Visual artist and professor of the Institute of Arts of the UERJ in the department of education of art and popular culture. She works in the areas of arts and education and developing anarchic methodologies for teaching the arts of deaf people.


"Constructing visions: the use of tactile boards in Visual Arts teaching for the blind"

Blind also see. However paradoxical this proposition may seem, it is true and is realized in everyday life. In the face of the concept of inclusive education in the Visual Arts Teaching, blind people have special needs in relation to specific pedagogical materials. In this way, the work presented here discusses ways of researching the field of art and education, their implications, contributions and pedagogical practices for the inclusion of the blind and visually impaired student through the teaching of art in the elaboration of "tactile boards". This material reveals itself as an important didactic resource in the process of cognitive construction of the blind. The central question facing this proposition is: how can we contribute through the Visual Arts practices to the processes of inclusion of blind students, not only in specialized schools, but also in schools of regular teaching? Through this narrative we seek, in this constructive process, to highlight, demonstrate and search for methodologies that arise from experiences in the creation of didactic-pedagogical material and its elaboration using tactile resources. Therefore, the teaching of art, in the context of inclusion, presents possibilities for all individuals to experience different expressions that will contribute to their learning. In speaking of art we have already raised the question of the importance of this course for the education of the blind student and the visionary student not only in their aesthetic dimensions, but also in the aspects related to motor coordination, cognitive and sensorial construction that are being developed together within the school program. In the context of inclusion, didactic material such as tactile boards can mean the possibility of all students experiencing different expressions that will contribute to the development of inclusive awareness and practices.