PEDAGOGICAL REFLECTIONS ON THE IMPORTANCE OF AUDIODESCRIPTIVE ACCESSIBILITY

Abstract

This article discusses audio description as an educational, aesthetic and inclusive practice in the context of cinema, with a focus on accessibility for people with visual impairments. Based on a theoretical analysis of works by Liliana Tavares and Sandra Mara Corazza, the article proposes a reflection on the power of audio description as a tool not only for inclusion, but also for the sensitive expansion of cultural experiences and subjective formation. Cinema is considered a privileged space for the development of empathy, listening and imagination, especially when articulated with pedagogical practices focused on difference. The methodology adopted is qualitative, exploratory and interpretative in nature, based on bibliographical review and documentary analysis. Practical experiences such as the VerOuvindo Festival and the film Esplendor (2017) are discussed to exemplify the challenges and powers of intersemiotic translation in the audiovisual field. Audio description, in this context, is understood as a narrative device that requires aesthetic sensitivity and narrative competence, directly interfering in the reception of the work. It is concluded that audio description can contribute significantly to a more inclusive and difference-sensitive education, challenging hegemonic norms of visuality and promoting new ways of seeing, hearing and feeling the world.