Strategies for reading in the process of establishing blind readers in Higher Education

Résumé

For the academic to be inserted in Higher Education, it is necessary that he perceives reading as an activity of attribution of meanings that founds learning. In this sense, like any other student, the blind academic also needs to feel included in the academic discursive domain and this inclusion is permeated, to a great extent, by the formation of him as a reading subject. Therefore, we established as the central objective of this research to analyze the relationship of blind academics with reading, describing the reading strategies they use for textual comprehension. For this, we start from the theoretical contribution of Inclusive Education, to think about blind people in the context of Higher Education, Textual Linguistics and French-oriented Discourse Analysis to discuss reading from this perspective. To achieve the objectives, we adopted a qualitative approach and data collection occurred through semi-structured interviews conducted with four blind students identified in the Student Management System of the State University of Montes Claros - Unimontes, the locus of this research. In the interviews, the academics were encouraged to narrate experiences of reading in Higher Education, offering their understanding of their reading history in this discursive domain. The results of the research show that the blind academic becomes a reader in Higher Education progressively from the more massive use of technology such as reading strategies and the use of reading strategies that he begins to adopt, such as the recurrent use of the internet as a support to knowledge before reading.