Banca de QUALIFICAÇÃO: GISELE DE AVILA NOGUEIRA DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GISELE DE AVILA NOGUEIRA DA SILVA
DATE: 29/06/2026
TIME: 09:30
LOCAL: Plataforma RNP
TITLE:

NARRATED AND VISUAL STORIES: INCLUSIVE READING AND EMOTIONAL LITERACY

KEY WORDS:

Visual Narratives; Inclusive Education; Augmentative and Alternative Communication; Emotional Literacy

PAGES: 54
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The present research is linked to the field of Linguistics, specifically within the scope of Language Studies and Social Practices, and investigates the construction of affective and visual narratives as practices for inclusive reading and emotional literacy within the context of Special Education. The main objective of this project is to analyze how the use of Augmentative and Alternative Communication (AAC) acts as a semiotic and multimodal support for students with Intellectual Disability (ID) and complex communication needs to transition from immediate biological emotion to the conscious expression of their feelings, thereby promoting their autonomy and discursive authorship. The focus of the study resides on language and the way these resources articulate as political tools to eliminate historical silences imposed on these subjects. The theoretical framework is anchored in Freire (1989-1996) critical perspective on dialogicity and the premise that the understanding of reality precedes the formal decoding of the written word ; and in Bakhtin (1992) conception that language is not an abstract system of rules, but a living process of social interaction. Additionally, the work dialogues with Solé ( 1998) by understanding the reader with a disability as an active subject who processes text based on their life experiences, and with Hooks ( 2013-2021) by validating affective daily experiences as practices of freedom and affirmation of one's own voice, while drawing upon Damásio (2021) contributions regarding the informative nature of affects. Institutional alignment is supported by Law No. 15,249/2025 (AAC Law) and the shift in educational paradigms proposed by Mantoan (2003). Methodologically, grounded in the frameworks of Denzin;Lincoln ( 2006), a qualitative and interpretative research approach is proposed. The field of investigation will be a municipal public school in Rio de Janeiro dedicated exclusively to Special Education, where a five-session reading comprehension pedagogical instrument is planned to be implemented. The pedagogical intervention will be structured around the original text "Dia de Brilhar" associated with an AAC Feelings Board and real photographs documenting the students' participation in the Inclusive Games, aiming to provide practical resources that allow students with ID to cease being mere objects of institutional discourses to project themselves as authors of their own stories.

COMMITTEE MEMBERS:
Externa à Instituição - GYSELE DA SILVA COLOMBO GOMES - UERJ
Interna - 2327924 - LUIZA ALVES DE OLIVEIRA
Presidente - 1450409 - MARIA DO ROSARIO DA SILVA ROXO