The paper deals with preparations for parenthood in persons with visual disabilities. The first part describes the target group and is dedicated to defining the terms family and parenthood, and their importance in our lives. Further, it presents the most important determinants that affect the parenthood of these people and their ethical evaluation. It touches upon society's prejudices associated with parenthood, which make it difficult for these people to integrate into society. Based on qualitative research, the paper presents practical measures that make it possible to eliminate the incidence of prejudice while promoting a quality fulfilment of the parental role for the benefit of a healthy development of the child and the development of the parent's personality, thus improving the integration of parents with visual disabilities into society.

Submitted by Claudia Sena (caupinto.sena@gmail.com) on 2015-09-17T19:09:37Z No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-10-21T14:34:54Z (GMT) No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / Made available in DSpace on 2015-10-21T14:34:54Z (GMT). No. of bitstreams: 1 TeseDoutorado_ClaudiaPintoPereiraSena.pdf: 6711466 bytes, checksum: f098d412ebbc0b471762971497da62dd (MD5) / O homem, em todo seu trajeto histórico cultural, vem produzindo e utilizando tecnologias, desde as mais rudimentares, como uma lança de madeira, até as mais complexas, não só como garantia de sobrevivência, como também em um processo contínuo de construção e difusão de conhecimentos. A sociedade, cada vez mais, vem exigindo do homem autonomia, criatividade e adaptação, valorando as informações e, em especial, os conhecimentos construídos. A educação, enquanto espaço formador de cidadãos, precisa estar atenta a estas constantes modificações sociais, econômicas e políticas e oferecer oportunidades que privilegiem o aprendizado significativo. Entendendo que o ambiente, a cultura e outros sujeitos influenciam a construção do conhecimento (mediação), propõe-se, com este trabalho, investigar o PBL (Problem Based Learning), enquanto estratégia educacional de aprendizagem colaborativa, em um grupo de pessoas com deficiência visual, através da experiência vivenciada em um Centro de Apoio ao Deficiente Visual da cidade de Feira de Santana-Ba. A mediação, compreendida neste trabalho como a interação entre os sujeitos e a utilização de instrumentos e signos, perpassa o processo de ensino aprendizagem, privilegiando o diálogo entre os pares e a intervenção. Em se tratando das pessoas com deficiência visual, signos não visuais devem ser utilizados, privilegiando o desenvolvimento de outras aptidões, como a percepção tátil, auditiva, dentre outras. A relevância de experimentar o PBL em um grupo de pessoas com deficiência visual se revela na possibilidade de oportunizar a estas pessoas um ambiente de interação que favorece a aquisição de conceitos e representação de conhecimentos, um espaço de diálogo e de inclusão social e de observar as potencialidades e fragilidades do método neste contexto. Frente às transformações do mundo contemporâneo, a educação tem utilizado as tecnologias de informação e comunicação (TIC) com a intenção de participar do processo de inclusão sociodigital. Diante do exposto, pretende-se também observar de que maneira as TIC podem ser utilizadas, ampliando as habilidades da pessoa com deficiência visual e colaborando na construção e difusão dos conhecimentos partilhados. / ABSTRACT The human being in all its historical and cultural path, has been producing and using technologies, from the most rudimentary, like a wooden spear, to the most complex, not only as a guarantee of survival, but also in a continuous process of construction and diffusion of knowledge. Society increasingly has required human autonomy, creativity and adaptation, valuing information and, in particular, the knowledge built. Education, as an area that forms citizens, need to be aware of these social, economic and political constant changes and provide opportunities that emphasize meaningful learning. Understanding that the environment, culture and other subjects influence the construction of knowledge (mediation), it is proposed, with this work, to investigate the PBL (Problem Based Learning), while educational strategy of collaborative learning in a group of visually impaired people through the lived experience at a Support Center for the Visually Impaired of Feira de Santana - Ba. Mediation, understood in this work as the interaction between the subject and the use of tools and signs, permeates the teaching and learning process, focusing on the dialogue between peers and intervention. In the case of people with visual impairment, visual signs should not be used, favoring the development of other skills, such as the tactile perception, hearing, among others. The relevance of experiencing PBL in a group of visually impaired people is revealed in the ability to create opportunities for these people an environment of interaction that favors the acquisition of concepts and knowledge representation, a space of dialogue and social inclusion and to observe the strengths and weaknesses of the method in this context. Face the transformations of the contemporary world; education has used the information and communication technologies (ICT) with the intention to participate in the process of sociodigital inclusion. Therefore, we intend to also observe how ICT can be used increasing the skills of people with visual impairments, supporting the tutorial sessions and collaborating in the construction and diffusion of shared knowledge.

網路是現代人「與外界接觸」不可或缺的重要工具，但在這個明眼人居多且多數人皆透過視覺學習與理解事物的世界，許多網站或系統之設計完全未考慮視障者能否使用，當網路對人們的重要性高到不可忽視的地步，甚至網路近用開始牽涉基本權行使和生存資源與機會的分配時，若明眼人皆得以合法近用網路，則基於平等與禁止歧視原則，視障者理應得到相同對待，網站或系統經營者應使其設計滿足「網路無障礙」之要求。而滿足「網路無障礙」之要求需要成本，僅係「鼓勵」難使所有公司、業者皆將「身障數位權利」放在心上並身體力行「網路無障礙」，因此，合理而適當之法律強制規定乃為必需。然而，我國目前雖設有無障礙網站之認證制度，相關法制規範卻未完善，進而導致認證制度之推廣狀況不佳。 目前國內外有關「網路無障礙」之法制相關研究並不多，且也少有回應現代網路實際發展狀況，或從視障者需求出發而為討論，因此本研究希望透過「視障者接觸外界之行為分析」與「網路發展歷程」，構築一個完整的「網路無障礙法制」之討論框架，本研究將視障者網路近用不能之權益侵害歸納為「侵害視障者平等接觸資訊之權利」、「侵害視障者平等接觸著作之權利」與「侵害視障者平等進出或使用（虛擬）空間與設施之權利」。第三章討論視障者「接觸資訊」之權利，雖然現今網路的功能五花八門，但「接觸資訊」仍為其中重要之一環，且許多網路無障礙相關的重要法規皆係以保障「接觸資訊」之權利為基礎，例如：美國二十一世紀通訊與視訊接取無障礙法，此外，著作也是資訊的一種，不同的是著作受到著作權法保護，因此本章也介紹國內外保障視障者接觸著作（尤其數位著作）之法理與法規；第四章則討論視障者「使用網路空間與設施」之權利，這樣的切入點和前兩者不同處在於，其並非以「功能性」之方式針對特定項目而為保障，而是以更加宏觀的角度看待網路，將網路視為能自由進出的「空間」或能使人們達成特定目的的「設施」，目前以這樣觀點而為網路無障礙保障之法規，僅美國身心障礙人士法。 本研究認為，任由視障者因其障礙而成為網路科技發展下的邊緣人，違背近代以「社會模式的障礙」而非「身體能力主義」看待身障者之原則，為促進弱勢族群―特別是視障者近用網路之權益，必須開始重視「網路無障礙」之議題，因此方提出「視障者網路無障礙法制之研究」，也期待本論文之研究，能為此一議題帶來不同思考角度。 / The Internet is an indispensable tool to engage with the outside world. However, there are many websites or systems inaccessible to the visually impaired people due to the design negligence. It may because many engineers only consider the convenience of normal people when designing websites or systems. But when the importance of the Internet is getting higher, even associating with the basic human rights and resource allocation, the Internet users with visual impairments should be treated like the normal people due to the principle of equality and prohibition of discrimination. It means that the websites or systems operators should meet the “Web Accessibility” requirements. Of course, the cost is required, and it can be expected that only “encouragement” is not enough to let people always put “Digital Disability Rights” in mind. Therefore, an appropriate legal mandatory is necessary. In our country, there is a Web Accessibility certification standard while lacking of legal coercion and which leads to poor promotion of the certification standard. There are only a few research focusing on the legal regime of Web Accessibility while usually did not respond to the actual development of modern Internet technology. So we want to build a complete discussion framework for legal regime of Web Accessibility via the analysis of the behaviors of the visually impaired people and the development of the Internet. We classify the right infringements of the web inaccessible to the visually impaired people into the infringements of the rights to equal access to information, copyright works, and cyberspaces/facilities on the Internet. In the chapter 3, we discuss the visually impaired people’ right to access the information. Although the use of Internet is very wide, access the information still play an important role when we talk about Internet nowadays. And we also introduce some laws that protect the right of visually impaired people access the copyright works. In the chapter 4, we discuss the visually impaired people’ right to get into the cyberspaces and to use the facilities on the web. In this chapter, we take a more macro view of the Internet rather than focusing on one or two often used functions. Now the points of Ablebodyism are replaced by the principle of Social Model of Disability and we should not let the visually impaired people become outcast of the technology world. So we propose this research. And hope this research will contribute to enhancing the rights of visually impaired people.