<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062020000100074</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s13840</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ACESSIBILIDADE E AUDIODESCRIÇÃO: UM OLHAR PARA A APRENDIZAGEM DOS ESTUDANTES COM DEFICIÊNCIA VISUAL]]></article-title>
<article-title xml:lang="en"><![CDATA[ACCESSIBILITY AND AUDIODESCRIPTION: A LOOK AT THE LEARNING OF STUDENTS WITH VISUAL IMPAIRMENT]]></article-title>
<article-title xml:lang="es"><![CDATA[ACCESIBILIDAD Y AUDIODESCRIPCIÓN: UNA MIRADA PARA EL APRENDIZAJE DE LOS ESTUDIANTES CON DISCAPACIDAD VISUAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Silas Nascimento dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Ticia Cassiany Ferro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Belo Jardim Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062020000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto em tela tem como objetivo apresentar a audiodescrição de imagens estáticas de um livro didático como ferramenta de adequação pedagógica contributiva para o acesso às imagens por estudantes com deficiência visual. Enquanto escolha metodológica, trata-se de um ensaio teórico, pois traz, de forma dialógica, uma proposta de reflexão acerca do objeto de conhecimento elencado. Assim, a audiodescrição, como recurso de tecnologia assistiva pode ser um aporte para que professores, no ambiente escolar, garantam que estudantes cegos e com baixa visão tenham autonomia e empoderamento em atividades, exercícios e afins. Esse recurso de acessibilidade comunicacional pode ser compreendido como a descrição de toda e qualquer informação pertinente e essencial para que as pessoas com deficiência visual, ao mesmo tempo que as pessoas videntes, tenham acesso ao evento visual. Conclui-se que presença da audiodescrição nas imagens estáticas como ferramenta de adequação pode garantir a acessibilidade visual dos estudantes com deficiência visual, posto que promove equiparação de oportunidades para a erradicação do silêncio entre o texto e a imagem, tão comum nas escolas ao se tratar do estudante cego e com baixa visão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The theoretical essay on screen aims to present the audio-description of static images of a didactic book as a tool of pedagogical adequacy contributory to the access to the image universe of students with visual impairment. As a methodological choice, it is theoretical essay, by bringing, in a dialogic way, a proposed reflection on the object of knowledge listed. Audio-description as an assistive technology resource can be a contribution for teachers in the school environment to ensure that blind and low vision students have autonomy and empowerment in activities, exercises and so on. This communicational accessibility feature can be understood as the description of all pertinent and essential information so that people with visual impairments, at the same time as sighted people, have access to the visual event. It is concluded that the presence of audiodescriptions in static images, as a tool for adaptation, can guarantee the visual accessibility of students with visual impairment, since it promotes the equalization of opportunities for the eradication of silence between text and image, so common in schools when dealing with the blind and visually impaired student.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto tiene como objetivo presentar la audiodescripción de imágenes estáticas de un libro didáctico como herramienta de adecuación pedagógica contribuyente para el acceso al universo de las imágenes por estudiantes con discapacidad visual. Como opción metodológica, se trata de un ensayo teórico, al traer, de manera dialógica, una reflexión propuesta sobre el objeto de conocimiento elegido. La audiodescripción como recurso de tecnología asistiva puede ser un aporte para que profesores, en el ambiente escolar, garanticen que estudiantes ciegos y con baja visión tengan autonomía y empoderamiento en las actividades, ejercicios y afines. Ese recurso de accesibilidad comunicacional puede entenderse como la descripción de toda información pertinente y esencial para que las personas con discapacidad visual, al mismo tiempo de las personas videntes, tengan acceso al evento visual. Se concluye que la presencia de la audiodescripción en las imágenes estáticas, como herramienta de adecuación, puede garantizar la accesibilidad visual de los estudiantes con discapacidad visual, puesto que promueve equiparación de oportunidades para la erradicación del silencio entre el texto y la imagen, tan común en las escuelas al tratarse del estudiante ciego y con baja visual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiência Visual]]></kwd>
<kwd lng="pt"><![CDATA[Audiodescrição]]></kwd>
<kwd lng="pt"><![CDATA[Imagens Estáticas]]></kwd>
<kwd lng="en"><![CDATA[Visual Impairment]]></kwd>
<kwd lng="en"><![CDATA[Audiodescription]]></kwd>
<kwd lng="en"><![CDATA[Static Images]]></kwd>
<kwd lng="es"><![CDATA[Deficiencia Visual]]></kwd>
<kwd lng="es"><![CDATA[Audiodescripción]]></kwd>
<kwd lng="es"><![CDATA[Imágenes Estáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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