Poéticas da voz e deficiência visual: o diálogo entre peça sonora, contação de histórias e audiodescrição na escola

Abstract

The approach of creative contexts which stimulate and provoke the interpretative autonomy of the students is not configured as a lone exercise, but composed of multiple voices, responsible for the constitution of otherness and identity principles. Based on the premise of building an inclusive school culture, this study analyzes the pedagogical path of a process of scenic creation, with reference to the sound play, storytelling and audio description. It is noteworthy that the concept of sound play instituted here arises from the virtual scenic experiences of audio-novels and montages made by Brazilian groups of people with visual impairment in cyberspace. Having said that, one might wonder how such artistic incursions, based on the axes of visibility / audibility and presence / absence, can broaden the interactive processes in the school context between students with and without visual impairment. In search for answers to these questions, we have chosen to work from the perspective that cultivates the art of the encounter and proposes the "educate by experience" (LARROSA, 2014), using as reference the improvisational games (DESGRANGES, 2017), from adaptations of theatrical games, considering therefore the perspective of the pedagogical workshops as practices that foster new ideas, which try to build, along with the students, scenic sound extracts as an artistic exercise of otherness, unleashing the power of the word (ZUMTHOR, 2007) and the sound scene as mediators of these interactive processes. Also it offers new aesthetic possibilities of seeing and understanding the world (BAVCAR, 2003). For this purpose, consider our understanding of disability as well as our understanding of the multisensory activation of the body. The methodological assumptions of the qualitative approach and intervention research, based on Jobim and Souza (2012) and on the conceptions of otherness, dialogic relations and chronotope (BAKHTIN, 2017) contributed to the analysis of this study. The analysis procedure used was evidenced by chatting (KRAMER, 2003), using the procedure of collective and individual interviews, field diaries, as well as the photographic, sound and visual records. The research was conducted at a state school in the city of Natal (RN), involving students from the 8th grade elementary school and age group between 13 and 17 years. The results of the different experiments developed from the improvisational games, which considered the sound and tactile matrices, made it possible to verify that this sound play interaction activity with the students breaks the traditional conceptions of the scene, establishing a perspective that chooses the audio of the scene as preponderant, and marks the perception of new ways of learning and expressing themselves, thus unleashing the otherness principles by potentiating and resizing dialogic relations. This pedagogical approach that expands the perception of the visual and articulates the axes of presence / absence and visibility / audibility, based on the foundations of audio description and storytelling through theatrical play, can promote the multisensory activation of the body and is able to instigate new forms to relate, to think and interact with each other.