The research deals the specific preparation of education professionals in the
condition of Ledor for advising people with visual impairments. It aims to analyze how
professionals working in this area interact due to the appropriation of perceptions
during this preparation. The condition of accessibility instrument, while training,
conducts this research. In this sense, an attempt was made to answer the question:
How are the perceptions of special education professionals during Ledor
training for people with visual impairments? The support of Vygotsky's
defectology fundamentals and elements of the theoretical-philosophical assumptions
verified in Wittgenstein's Philosophical Investigations about language and
conceptualizations with reflections about “seeing and seeing as” according to
Gottschalk's considerations (2006), supported our added research with focal aspects
on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016),
parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor:
Machado (2020) and Canuto (2022) among others . This contribution enabled
dialogues about the path and perceptions of research collaborators, participants of
the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de
Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology
used in the research text covers preparation to act in accessibility to reading both
common texts and graphic variations. The construction of this Ledor instrument is
justified because in the Pará market there was no pedagogical tool that met the
demand to work in the condition of Ledor. The thesis showed the feasibility of
preparing an instrumental Ledor for people with visual impairments, that there are
issues proposed by institutions that promote selective processes that are against the
grain of the inclusive process and there is a necessity to apply a national educational
policy for the description of images in schooling of basic education.
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