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Advisor(s)
Abstract(s)
As bibliotecas inclusivas são ainda um espaço em construção, para o qual mostramos os desafios inerentes a essa travessia. Propomos, por um lado, dar a conhecer um percurso pelo papel das bibliotecas (inclusivas) e como, no âmbito da unidade curricular de Sistemas Aumentativos e Alternativos de Comunicação (SAAC), constituímos um tímido acervo de títulos de literatura para a infância adaptados a pictogramas; por outro lado, desdobramos os processos de decisão inerentes à sua adaptação, evidenciando a necessidade de conhecimento explícito de um idioma neste processo de conversão para pictogramas, sem corromper a sua poética e o público-alvo. Esta atividade implica conhecer os domínios linguísticos e seus instrumentos de análise, bem como as propriedades e universais linguísticos, mas também situar a mensagem nos elementos paratextuais como a ilustração. Rematamos com a proposição de que adaptar uma obra de literatura para a infância para um sistema aumentativo e alternativo de comunicação (SAAC) que traz desafios de natureza linguística, tendo em consideração que as línguas não se constituem unidimensionalmente e também não são entidades homogéneas, antes plasmam idiossincrasias socioculturais e geográficas.
Inclusive libraries are still a space under construction, for which we show the challenges inherent in this journey. On the one hand, we propose a tour of the role of (inclusive) libraries and how, as part of the Augmentative and Alternative Communication Systems (AACS) curricular unit, we have built up a timid collection of children's literature titles adapted to pictograms; on the other hand, we unfold the decision-making processes inherent in their adaptation,highlighting the need for explicit knowledge of a language in this process of conversion to pictograms, without corrupting its poetics and target audience. This activity involves knowing the linguistic domains and their tools for analysis, as well as linguistic properties and universals, but also situating the message in paratextual elements such as the illustration. We conclude with the proposition that adapting a work of children's literature for an augmentative and alternative communication system (AACS) poses challenges of a linguistic nature, bearing in mind that languages are not unidimensional neither homogeneous entities, but rather reflect sociocultural and geographical idiosyncrasies
Inclusive libraries are still a space under construction, for which we show the challenges inherent in this journey. On the one hand, we propose a tour of the role of (inclusive) libraries and how, as part of the Augmentative and Alternative Communication Systems (AACS) curricular unit, we have built up a timid collection of children's literature titles adapted to pictograms; on the other hand, we unfold the decision-making processes inherent in their adaptation,highlighting the need for explicit knowledge of a language in this process of conversion to pictograms, without corrupting its poetics and target audience. This activity involves knowing the linguistic domains and their tools for analysis, as well as linguistic properties and universals, but also situating the message in paratextual elements such as the illustration. We conclude with the proposition that adapting a work of children's literature for an augmentative and alternative communication system (AACS) poses challenges of a linguistic nature, bearing in mind that languages are not unidimensional neither homogeneous entities, but rather reflect sociocultural and geographical idiosyncrasies
Description
Keywords
Biblioteca inclusiva Sistemas Aumentativos e Alternativos de Comunicação - SAAC Literatura para a infância. Inclusive library Augmentative and Alternative Communication Systems – SAAC, Children's literature
Citation
Silva, A.I. (2023). CAMINHOS PARA UMA BIBLIOTECA INCLUSIVA: PROCESSOS DE ADAPTAÇÃO DE LIVROS PARA SISTEMAS PICTOGRÁFICOS. (p.39-50). In S.Felizardo, E. Ribeiro, E. Martins & R. Fernandes (Edits, 2023). Apontamentos de Educação Especial e Inclusiva@2023. Escola Superior de Educação de Viseu.
Publisher
Escola Superior de Educação de Viseu (ESEV)