ALPHABET BOOKS AND INCLUSION: an analysis from the perspective of Graphic Design

• Grant number: 24/20921-8
• Support Opportunities: Scholarships abroad - Research Internship - Master's degree
• Start date: March 25, 2025
• End date: September 24, 2025
• Field of knowledge: Applied Social Sciences - Industrial Design - Visual Programming
• Principal Investigator: Fernanda Henriques
• Grantee: Luciana Sales Cordeiro
• Supervisor: Sara Raquel Duarte Reis da Silva
• Host Institution: Faculdade de Arquitetura, Artes, Comunicação e Design (FAAC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil
• Institution abroad: Universidade do Minho (UMinho), Portugal
• Associated to the scholarship: 23/16680-2 - STUDY OF THE CHILDREN'S BOOK-OBJECT AS AN AID IN THE DEVELOPMENT OF INCLUSIVE TEACHING IN THE LITERACY OF STUDENTS WITH VISUAL IMPAIRMENTS, BP.MS

Abstract

Acquiring literacy during childhood is essential for the full social development of the individual. In the context of the education of people with visual impairments, learning may become deficient, since the teaching process is mainly based on the visual sphere. The master's dissertation linked to this BEPE request investigates the toy book, based on its potential to support literacy among children and supported by studies of inclusive design, considering the materiality and playfulness that this support presents. In this sense, as part of the research funded during the period of the scholarship abroad, the intention is to analyze, from the perspective of inclusive design, graphic projects used in alphabet books with a focus on typography and graphic composition, considering the similarities between the alphabet book and the toy book. The study should take place in Portugal, especially at the University of Minho, as it is an international reference in research focused on Inclusive Design and in studies of well-being for children, with a vast bibliography on interactive books. It is expected that the internship abroad will provide an expansion of the discussion on editorial design for inclusion in the design field and that it will contribute with important hypotheses for the tests that will be carried out in Brazil with students in the literacy period with visual impairment, using toy books.