A fotografia como linguagem inclusiva: a experiência de um professor com baixa visão no percurso formativo

Abstract

This experience report explores photography as an inclusive language, presenting a teacher's experience with low vision during a training course. Grounded in Maurice Merleau-Ponty's phenomenology, the study investigates perception and the relationship between the subject and the world, challenging the normativity of sight and the ableist conceptions that permeate the school environment. Through the teacher's experience report, this work proposes a reflection on the tensions between the visible and the invisible in daily educational life, highlighting the creative potential of visually impaired individuals in the field of photography. The training course, titled "Photography as an Educational Resource," is offered by the School for the Training of Education Professionals of the Federal District, aiming to empower teachers in using photography as a pedagogical tool and educational resource. The research discusses how this training can deconstruct ableism, valuing different ways of perceiving, producing knowledge, and expressing oneself.