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had contact, embracing the concepts for the development of squares. With regard to
the steps she seeks to represent the differences in height, indicating the steepness of
the place, and to achieve this she draws three almost elliptical shapes, one on top of
the other.
This analysis coincides with the interpretation that we present about blind
people's drawings in the introduction of this paper: “ The child's drawing is, thus,
a system of representation . It isn't a copy of objects, but an interpretation of that
which is real, done by the child in graphic language ” (Almeida 2010 ). Laura
interprets reality and represents it by adopting the concepts of graphic language
learned. It is not simple scribbling in crayon on paper, and nor they are copies of
objects or figures.
The pupil at the Children's Rehabilitation Center does not have these memories,
so he simply scribbles in crayon on the paper, without attributing a graphic shape to
his mental image. Learning these memories is neither simple nor quick and does not
just train motor skills, but it also gives sensory and psychic meaning to the mental
act whose education and learning should be done in context.
In our research we concluded that the blind child develops this concept like any
other child, acquiring the concept of permanent object, acquiring semantic memory
and graphic act, assigning sensory and psychic meaning to the graphic act and
demonstrating difficulties in drawing places or objects with which they have no
significant experience.
References
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educacionais. Psicologia: Teoria e Pesquisa 21(1):7-15, Bras´lia
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por crian¸as cegas. Ciˆncias e Cogni¸˜o 13:14-26
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2010
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Aprendizaje Comunicaci ´ n, Lenguaje y Educaci ´ n 28:91-102, Madrid
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