Comunicação Social Háptica e “imagens táteis”: possibilidades para a acessibilidade  de pessoas com surdocegueira em contextos de aprendizagem

Fernanda Falkoski; Shirley Rodrigues Maia

doi:10.31513/linguistica.2025.v21n1a66261

Authors

Fernanda Falkoski Universidade Federal de São Carlos (UFSCar) https://orcid.org/0000-0001-9061-5954
Shirley Rodrigues Maia Universidade Federal de São Carlos (UFSCar) https://orcid.org/0000-0003-1573-8633

DOI:

https://doi.org/10.31513/linguistica.2025.v21n1a66261

Abstract

Deafblindness is considered a unique condition in which a person presents visual and hearing losses concomitantly at different levels that can lead to impaired access to information. Regardless of whether it is congenital or acquired, the use of touch and touch are fundamental for the acquisition of knowledge and communication situations. This article aims to propose a reflection on the use of Haptic Social Communication and “tactile images” in order to identify the benefits and accessibility provided in learning situations for people with deafblindness. The studies by Lahtinen, Palmer and Lahtinen and Nicholas are used as theoretical references. The methodology used is narrative research according to Aragão. The guiding question is: what are the benefits of using Haptic Social Communication and “tactile images” for accessibility for students with deafblindness in learning situations? The results show that using both can facilitate and provide learning for people with deafblindness in different contexts, as they allow information to be received in more detail and more efficiently through touch and touch. The article was produced based on discussions held in the Study and Research Group on Inclusion and Haptic Social Communication (GEPISCH).
Keywords: Deafblindness. Tactile Images. Haptic Social Communication. Accessibility. Learning.

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Author Biographies

Fernanda Falkoski, Universidade Federal de São Carlos (UFSCar)

Doutora em Educação Especial pela Universidade Federal de São Carlos - UFSCar; mestre em Educação pela Universidade Federal do Rio Grande do Sul - UFRGS; especialista em Neuroeducação e Educação Especial Inclusiva pela Faculdade Metropolitana do Planalto Norte - FAMEPLAN; licenciada em Letras - Habilitação Português pela Universidade do Vale do Rio dos Sinos - UNISINOS; e possui formação no curso Normal de nível Médio-Magistério pelo Colégio Santa Catarina. Formadora dos cursos de Guia-Intérprete e Instrutora Mediadora para pessoas com surdocegueira e deficiência múltipla sensorial. Desenvolve trabalhos sobre educação de pessoas com surdocegueira, deficiência múltipla sensorial, surdez, TEA, aquisição de linguagem e língua, alfabetização, letramento e comunicação. Tem experiência da educação infantil até a pós-graduação.

Shirley Rodrigues Maia, Universidade Federal de São Carlos (UFSCar)

She has a degree in Pedagogy from Faculdades Metropolitanas Unidas (1983), a master's degree in Developmental Disorders from Universidade Presbiteriana Mackenzie (2004) and a PhD in Educational Psychology from the University of São Paulo (2011). Post-doctorate at the Federal University of São Carlos 2017-2018 research The elaboration of an Orientation and Mobility Guide for children with deafblindness and children with multiple sensory disabilities who would use wheelchairs. Currently a founding member of Ahimsa Educational Association for Multiple Disabilities and Educational Director, technical advisor - Christopher Blind Mission, technical advisor - Perkins School for the Blind, She was area coordinator of the AEE course at the Federal University of Ceará, course coordinator in early childhood education and psychopedagogy at Estácio de Sá University and at the Municipal University of São Caetano do Sul. He has experience in the area of Education with an emphasis on Special Education, working mainly on the following topics: Deafblindness, Multiple Sensory Disabilities, students with special needs, People with Deafblindness and Special Education. Distance Education (courses in Psychopedagogy, Early Childhood Education, Learning Difficulties, Special Education with an Inclusive Perspective, AEE), Assistive Technology in the area of Deafblindness and Multiple Sensory Disabilities, Teacher Training and Textured Tactile Alternative Communication and Cortical Visual Impairment.