Visually impaired children’s responds to text-image relations in picturebooks

Abstract

Introduction: In a society mediated by visuality and in the face of a growing number of researches that propose to investigate the ability of the young reader to understand the intriguing literary text, it is intriguing that little is said about the inclusion of the visually impaired child in this universe of integration of languages (image and text) and fictional narrative.
Objective: Present the response of children with visual impairment, between 10 and 14 years old, about picturebooks, analyzing how the relationships between text and image are established and dialogues during the reading of adapted books: ‘Adélia Esquecida’ (Forgotten Adelia) and ‘Adélia Sonhadora’ (Dreamer Adelia).
Methodology: Exploratory in nature, field research was used with participative observation and semi-structured interview (script).
Results: Shows different relations between text and image, from the integration of languages to the fragmentation of meaning, in a field not yet explored by the scientific community: the image not mediated by vision.
Conclusion: In presenting new parameters for the discussions about the image-text relations in the adapted picturebook, it is expected to expand the possibilities of dialogue and information sharing with the researched public, promoting the inclusion of visual impairment.