O desempenho do/a ledor/a em situações de prova em tinta junto a pessoas cegas (PC).

Abstract

The present work aims to explain reading situations in the communicative event involving tests prepared for readers who can see, in order to be read to the blind, having the former the purpose to convey the information contained in the event to the latter. Belonging to the qualitative paradigm of research with microanalysis characteristics (MOREIRA and CALEPPE, 2006; DENZIN & LINCOLN, 2006), the study was based on contributions of interactional sociolinguistics (GUMPERZ, 1984; GOFFMAN, 1998; DREW & Heritage, 1992 apud GARCEZ, 2006; RIBEIRO & GUMPEZ, 1998; TANNEN & WALLAT, 1998), literacy theories (STREET, 1984; BARTON & HAMILTON, 2000; HAMILTON, 2000; TERZI, 2001; MORTATI, 2004), reading theories (BEZERRA, 1999; KLEIMAN, 1989; 2004a; 2004b; FULGÊNCIO & LIBERATO, 2003) and inclusion theories (CARVALHO, 200; 2004; CAIADO, 2004; JANUZZI, 2004; BRASIL, 2004; MANTOAN, 2006). To cover these reading situations, the study used as analysis data audio and video records of nine tests in ink assigned to five blind students as well as semi-structured interviews with six readers and five blind students, aiming to the following questions: 1) what are the possible linguistic, textual, content-like elements in the testing event conducted between the readers and the blind? 2) What are the reading strategies used by the readers in the testing event with the blind? 3) What is the predominant reading/reader conception towards the blind? Answered the two first questions, three categories of readers were detected according to the reading strategies applied and the instructions received for the reading processing: 1) as an expert in the subject, not as an entertainer, and as someone who just follows the FUNAD’s orientations and his or her own intuitions; 2) as an expert in the subject, as an entertainer, and as someone who just follows extra orientations; 3) and neither as an expert in the subject nor as an entertainer but someone who just follows orientations based on his own experiences only. Despite the second category of readers has been the one that best met the blind’s needs, it does not provide the blind with enough elements for a proficient reading. Based on the answer to the third question concerning the concept of reading and reader, we proposed that this concept be broadened considering the invisible elements related to the reality of readers who can see and that were detected in the interviews involving both the readers and the blind. And this resulted in a concept of reader as the mark of a group.