Bidimensional illustration touches in children books: consideration about their construction in the context of the education of children with visual impairments

Abstract

The politics diffusion of the inclusive education last decade was positive for the several initiatives that wanted to promote the access to the knowledge from visual deficiency people. Many of these initiatives, however, have their theories from crooked notions about the ways of access and concepts elaborated of blind people, mainly when it deals with the congenital blindness. The goal of this article is to discuss the construction of bidimensional illustration touches as a way of guarantee the access of the visual content from children books. Based in the historic-cultural psychology from Vigotski, differences are pointed between the ways of visual and touch perception, taking the language as a way of blindness social compensation. Finding conceptual problems of the construction of these bidimensional illustration touches, it is a hope to collaborate for the improvement of the quality of the material produced in the context of the inclusive education, having in view the attention to the different topics of the psychical human being in the presence of the congenital blindness.