GUIMARÃES, Zuleide Maria de Arruda Santiago; http://lattes.cnpq.br/9800858172207056; GUIMARÃES, Zuleide Maria de Arruda Santiago.
Resumo:
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.