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Publicação
Representação mental no desenho de crianças cegas: Estudo de três casos
Autores
Orientador(es)
Resumo(s)
O nosso estudo pretende perceber se as crianças cegas têm capacidade de representação
mental pelo desenho, tal como as crianças normo-visuais, através de um estudo de três casos
de crianças cegas: uma criança com cegueira adquirida de doze anos; uma criança com
cegueira congénita de onze anos; e uma criança também com cegueira congénita de sete anos
de idade. Para avaliar estas capacidades de representação mental utilizou-se como principal
instrumento o desenho. Os desenhos foram realizados em três fases distintas, onde foram
pedidos vários desenhos. A capacidade de representação mental correcta pelo desenho de um
dado objecto foi avaliada consoante o número de detalhes identificativos presentes no
desenho desse mesmo objecto. Concluiu-se que somente as duas crianças mais velhas
(cegueira adquirida e congénita) demonstraram ter capacidade de representação mental
através dos desenhos pedidos, tal como as crianças normo-visuais.
ABSTRACT: Our study pretends to realize if blind children have mental representation capabilities by drawing, just like sighted children, through a study of three blind children: one child with acquired blindness at the age of twelve; one child with congenital blindness at the age of eleven; and one child also with congenital blindness at the age of seven. Drawing was used as primary tool to evaluate mental representation capabilities. Drawings were made in three distinct phases, where several drawings were asked to children. Correct mental representation capability by drawing of a certain object was evaluated by the number of identity details present on the drawing of that object. The conclusion was that only the older children (acquired and congenital blindness) demonstrated to have mental representation capabilities through the asked drawings, just like sighted children.
ABSTRACT: Our study pretends to realize if blind children have mental representation capabilities by drawing, just like sighted children, through a study of three blind children: one child with acquired blindness at the age of twelve; one child with congenital blindness at the age of eleven; and one child also with congenital blindness at the age of seven. Drawing was used as primary tool to evaluate mental representation capabilities. Drawings were made in three distinct phases, where several drawings were asked to children. Correct mental representation capability by drawing of a certain object was evaluated by the number of identity details present on the drawing of that object. The conclusion was that only the older children (acquired and congenital blindness) demonstrated to have mental representation capabilities through the asked drawings, just like sighted children.
Descrição
Palavras-chave
Representação mental Desenho Crianças cegas Cegueira congénita e adquirida Mental representation Drawing Blind children Congenital and acquired blindness