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Advisor(s)
Abstract(s)
A vida de uma criança portadora de deficiência visual é, naturalmente, diferente
da de uma pessoa sem qualquer tipo de deficiência. Estas crianças têm de ultrapassar
dificuldades ao longo da vida, principalmente quando existem estigmas que ainda não
foram quebrados. A forma e os materiais educacionais são decisivos no processo de
ensino-aprendizagem das crianças, sendo de extrema importância que todos se sintam
incluídos nesta fase tão determinante das suas vidas.
Deste modo, esta investigação advém da iniciativa e diligência em investigar e
responder a algumas questões que surgem quando pensamos em aprendizagem e,
consequentemente, na inclusão da cor no que toca a crianças com daltonismo. No
seguimento, surge a direção deste projeto que visa objetivar o estudo da ilustração
infantojuvenil enquanto impulsionador da inclusão voltado para as crianças daltónicas
dos três aos seis anos. É necessário refletir sobre as “barreiras” por onde passam as
pessoas com algum tipo de deficiência e procurar um caminho para as minimizar. Assim,
nasceu este projeto: um livro infantil direcionado para todas as crianças e não só para
aquelas que dispõem de algum tipo de deficiência visual.
As ilustrações desenvolvidas para este projeto, que acompanham o texto “Um
farol só meu”, da autoria de Francisco Cunha, foram pensadas e desenvolvidas através
da escolha de uma paleta de cores que fosse percetível por crianças diagnosticadas com
daltonismo e sem margem para haver confusão cromática na perceção das formas.
Este projeto foi construído considerando as particularidades e as necessidades
das crianças no processo de participação ativa na leitura e na aprendizagem, alinhadas à
tipografia, ao design e à ilustração, tendo como objetivo fazer com que a hora do conto
seja cada vez mais inclusiva, independentemente das características de cada criança.
Assim sendo, a presente investigação é composta por uma componente de
fundamentação teórica e de prática experimental durante todo o processo.
The life of a visually impaired child is, of course, different from that of a person without any kind of disability. These children have to overcome difficulties throughout their lives, especially when there are stigmas that have not yet been broken. The form and educational materials are decisive in the teaching-learning process of children, and it is extremely important that everyone feels included in this very crucial stage of their lives. Thus, this research comes from the initiative and diligence in investigating and answering some questions that arise when we think about learning and, consequently, the inclusion of color when it comes to children with color blindness. Following, comes the direction of this project, which aims to study children's illustration as a driver of inclusion aimed at color-blind children from three to six years old. It is necessary to reflect on the “barriers” that people with some type of disability go through and to look for a way to minimize them. Thus, this project was born: a children's book aimed at all children and not just those who have some kind of visual impairment. The illustrations developed for this project, which accompany the text written by Francisco Cunha “Um farol só meu” (My very own lighthouse), were designed and developed through the choice of a color palette that would be noticeable by children diagnosed with color blindness and with no margin for chromatic confusion in the perception of forms. This project was built considering the particularities and needs of children in the process of active participation in reading and learning, aligned with typography, design and illustration, aiming to make story time increasingly inclusive, regardless of the characteristics of each child. Therefore, the present investigation is composed of a component of theoretical foundation and experimental practice throughout the process.
The life of a visually impaired child is, of course, different from that of a person without any kind of disability. These children have to overcome difficulties throughout their lives, especially when there are stigmas that have not yet been broken. The form and educational materials are decisive in the teaching-learning process of children, and it is extremely important that everyone feels included in this very crucial stage of their lives. Thus, this research comes from the initiative and diligence in investigating and answering some questions that arise when we think about learning and, consequently, the inclusion of color when it comes to children with color blindness. Following, comes the direction of this project, which aims to study children's illustration as a driver of inclusion aimed at color-blind children from three to six years old. It is necessary to reflect on the “barriers” that people with some type of disability go through and to look for a way to minimize them. Thus, this project was born: a children's book aimed at all children and not just those who have some kind of visual impairment. The illustrations developed for this project, which accompany the text written by Francisco Cunha “Um farol só meu” (My very own lighthouse), were designed and developed through the choice of a color palette that would be noticeable by children diagnosed with color blindness and with no margin for chromatic confusion in the perception of forms. This project was built considering the particularities and needs of children in the process of active participation in reading and learning, aligned with typography, design and illustration, aiming to make story time increasingly inclusive, regardless of the characteristics of each child. Therefore, the present investigation is composed of a component of theoretical foundation and experimental practice throughout the process.
Description
Trabalho de projeto
Keywords
Daltonismo Ilustração Design inclusivo Inclusão Literatura infantojuvenil Color blindness Ilustration Inclusive design Inclusion Children’s literature