The body brings with it different languages and meanings, through which relationships are
established in which other people, other beings, things that are in the surroundings, the world
are involved. Therefore, this research takes a look at the body, seeing it in its existential totality,
constituting itself as the purest presence of the human being in the world. It is considered that
each subject must be understood from their specificities and individualities. Therefore, the study
aims to understand the body conceptions of students with visual impairment in public schools
in Santarém-PA, in the light of the corporeality approach. It is noteworthy that perceiving is
individual and intrinsic according to the experience of each being, so no one better to talk about
a visually impaired body than himself, because he is the one who daily lives all his difficulties,
potentialities, establishes his relationships, perceives and launches itself into the world. In this
study, a qualitative descriptive research was chosen. The theoretical/methodological framework
is based on the assumptions of the phenomenon of corporeality. This research was developed
with visually impaired students who were attending high school in public schools in the
municipality of Santarém - Pará. The methodological instruments used for data production
were: participant characterization questionnaire and semi-structured interview. Data were
analyzed using the Elaboration and Analysis of Units of Meaning. The research results made it
possible to understand that people with visual impairments have conceptions of the body that
have different senses and meanings, moving between biological and mechanical concepts, but
also approaching the approach of corporeality, which considers the body as existence and
experience. Of being in the world. It is believed that the discussions outlined in this study about
the communication established between corporeity and visual impairment will contribute to
provide a better foundation and knowledge to professionals from different areas of knowledge,
especially those of education, in order to dialogue with different bodies, and through this
interaction, establish a meaningful learning considering the different ways of teaching, learning
and relating.
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