Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Essa pesquisa aproxima as áreas da Educação e Saúde, com foco especial na área de reabilitação visual Ortóptica, em um trabalho de cooperação interdisciplinar na reflexão em torno da existência de diferentes olhares nos diferentes sujeitos da educação com o objetivo de construir o Conceito de Intervenção Ortóptica Social Inclusiva, fazendo do ortoptista um agente informal da Educação, em favor da construção de sujeitos sociais de natureza plural, legitimamente capazes de produzir conhecimento, dentro ou fora dos parâmetros da cultura dominante. O referencial teórico dessa pesquisa interdisciplinar de base sócio-interacionista teve a contribuição de teóricos como Vygotsky, Piaget, Luria, Morin, Ribeiro, Hall, Hubel, Foucault, Bear et cols, Von Noorden, Senna, Glat, Goffman, entre outros. O contexto teórico contemplou aspectos contemporâneos sociais, a pluralidade sócio-antropológica e cognitiva do sujeito brasileiro, o conceito de letramento como processo de desenvolvimento cognitivo individual e sócio-histórico, as neurociências e a interdisciplinaridade para melhor compreensão da complexidade humana, em especial a aproximação entre os saberes da Ortóptica e da Educação. Investigou-se o perfil clínico e a existência da prática ortóptica social inclusiva em seis diferentes serviços de ortóptica do Estado do Rio de Janeiro. O estudo revelou aspectos excludentes na prática ortóptica pelas diferenças significativas nos perfis clínicos associadas ao tipo de serviço (público ou privado) e ao nível sócio-econômico (maior ou menor), assim como ao tipo de intervenção terapêutica, apontando para uma prática mais voltada para a dimensão biológica nos serviços públicos, e dimensão biopsicossocial nos serviços privados de regiões sócio-economicamente mais privilegiadas. A pesquisa concluiu que se deve lutar pela universalização da prática ortóptica social inclusiva a todos os brasileiros de modo que o ortoptista atue como um agente informal da Educação. / This study presents an interdisciplinary relationship between Education and Health, focused in Orthoptics that deals with visual rehabilitation, in order to outline the emergence of heterogeneous modes of seeing coexisting in the different human subjects of education and proposing an Inclusive and Social Orthoptic Therapeutic Intervention Concept, considering the orthoptist as an informal agent of education, contributing to the development of plural social subjects able to produce knowledge inside and outside the hegemonic cultural viewpoints. The theoretical framework is based on Social Interactionism backgrounds and the important accounts of Vygotsky, Piaget, Luria, Morin, Ribeiro, Hall, Hubel, Foucault, Bear et cols., Von Noorden, Senna, Glat , Goffman, and others, dealing with contemporary social questions like social anthropological and cognitive plurality of the brazilian subjects, the literacy concept as an individual and socio-historical cognitive development process, the neurosciences and interdisciplinary basis to understand the human complexity, specially focused on Education and Orthoptics. The inclusive therapeutic orthoptic practice and the orthoptic clinical profile were investigated on six orthoptic clinics in Rio de Janeiro. The study showed exclusionist tendencies in the orthoptic work by presenting significant differences between public and private health clinics as well as in terms of socioeconomic basis, revealing an increased biological dimension in the public orthoptic services and an increased bio-psycho-social dimension in those private orthoptic services located in regions with better socioeconomic conditions. The research concluded that the orthoptist should struggle for the universalization on inclusive orthoptic practice, redefining a new orthoptist status as an informal agent of Education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Essa pesquisa aproxima as áreas da Educação e Saúde, com foco especial na área de reabilitação visual Ortóptica, em um trabalho de cooperação interdisciplinar na reflexão em torno da existência de diferentes olhares nos diferentes sujeitos da educação com o objetivo de construir o Conceito de Intervenção Ortóptica Social Inclusiva, fazendo do ortoptista um agente informal da Educação, em favor da construção de sujeitos sociais de natureza plural, legitimamente capazes de produzir conhecimento, dentro ou fora dos parâmetros da cultura dominante. O referencial teórico dessa pesquisa interdisciplinar de base sócio-interacionista teve a contribuição de teóricos como Vygotsky, Piaget, Luria, Morin, Ribeiro, Hall, Hubel, Foucault, Bear et cols, Von Noorden, Senna, Glat, Goffman, entre outros. O contexto teórico contemplou aspectos contemporâneos sociais, a pluralidade sócio-antropológica e cognitiva do sujeito brasileiro, o conceito de letramento como processo de desenvolvimento cognitivo individual e sócio-histórico, as neurociências e a interdisciplinaridade para melhor compreensão da complexidade humana, em especial a aproximação entre os saberes da Ortóptica e da Educação. Investigou-se o perfil clínico e a existência da prática ortóptica social inclusiva em seis diferentes serviços de ortóptica do Estado do Rio de Janeiro. O estudo revelou aspectos excludentes na prática ortóptica pelas diferenças significativas nos perfis clínicos associadas ao tipo de serviço (público ou privado) e ao nível sócio-econômico (maior ou menor), assim como ao tipo de intervenção terapêutica, apontando para uma prática mais voltada para a dimensão biológica nos serviços públicos, e dimensão biopsicossocial nos serviços privados de regiões sócio-economicamente mais privilegiadas. A pesquisa concluiu que se deve lutar pela universalização da prática ortóptica social inclusiva a todos os brasileiros de modo que o ortoptista atue como um agente informal da Educação. / This study presents an interdisciplinary relationship between Education and Health, focused in Orthoptics that deals with visual rehabilitation, in order to outline the emergence of heterogeneous modes of seeing coexisting in the different human subjects of education and proposing an Inclusive and Social Orthoptic Therapeutic Intervention Concept, considering the orthoptist as an informal agent of education, contributing to the development of plural social subjects able to produce knowledge inside and outside the hegemonic cultural viewpoints. The theoretical framework is based on Social Interactionism backgrounds and the important accounts of Vygotsky, Piaget, Luria, Morin, Ribeiro, Hall, Hubel, Foucault, Bear et cols., Von Noorden, Senna, Glat , Goffman, and others, dealing with contemporary social questions like social anthropological and cognitive plurality of the brazilian subjects, the literacy concept as an individual and socio-historical cognitive development process, the neurosciences and interdisciplinary basis to understand the human complexity, specially focused on Education and Orthoptics. The inclusive therapeutic orthoptic practice and the orthoptic clinical profile were investigated on six orthoptic clinics in Rio de Janeiro. The study showed exclusionist tendencies in the orthoptic work by presenting significant differences between public and private health clinics as well as in terms of socioeconomic basis, revealing an increased biological dimension in the public orthoptic services and an increased bio-psycho-social dimension in those private orthoptic services located in regions with better socioeconomic conditions. The research concluded that the orthoptist should struggle for the universalization on inclusive orthoptic practice, redefining a new orthoptist status as an informal agent of Education.

After experiencing moments without sight, strong moments of overcoming space and evaluating behaviour on the basis of information received by non-visual options are fixed in the memory. It was the familiar space I went through without seeing it, that showed new values and suddenly I perceived it completely differently. I focused on the materiality of the movement, which described not only its physical boundaries, but also the various sensible stimuli radiating towards my body and senses. This feeling of experiencing space differently, I would compare to feelings of when you re-discover a familiar place from childhood. We already look differently at the long-fixed images of children's eyes and minds, we are even able to compare this perception now. It is not that we did not have good eyesight as children, but we did not realise overall contexts and did not have certain experiences that now help us lead lives in a certain direction. While going through no-sight-experience myself, I found myself in a situation like that. I was like a child who knew a certain space only to a limited extent, in other words a space limited by sight. The initial intuitive assumption that looking at visual impairment not as a disability but as another means of experiencing world became the basis of inspiration for my project. I began to realise the fact that the perception of space in kids, does not only depend on the functioning of the eyesight but also on the functioning of their brain. Depending on where the children grow up, they experience changing states of the surrounding environment, which is related to their emotional, mental and physical development. However, they do not always grow up in an environment that can stimulate cognitive development and help personal, social or education growth. Thus, such a space cannot provide enough different stimuli for a certain purpose, which should help them thinking in and realise the wider context. Between the age of 3-7 years, a child's brain develops very quickly, using play or various spatial experiences. With its plasticity, the brain offers us a large volume of memory space, where almost everything that a child under the age of 7 sees around him, is initially noted down. But what’s really important is what information remains in the memory and won’t disappear. This is precisely that kind of information that has been strongly supported and influenced by various stimuli, which can always be maintained better than the unsubstantiated constant repetition of situations. Here I tried to insert a multisensory experience, which is used by the blind and visually impaired people as a vital need when moving through space and to compensate their eyesight. This experience is strongly connected with emotions, which are the main element of all long-lasting memories and experiences that we remember. That is why it is appropriate to use multisensorialism also in a learning practice, whether this is led by a teacher or through free play. In children that are not visually impaired, multisensory stimuli can support healthy emotional development but also the formation of synapses in the brain. At the same time, I see as a benefit in inter-connecting of these two groups of children, because they can be an inspiration to each other in their differential processing of information from the surrounding environment. The aim of the work is to create an inclusive space for the sighted and sight-impaired. The aim for the space is to support the possibility of obtaining information using multiple stimuli, which are proposed to be designed within the object-functionality and the overall space of the preschool facility.