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Abstracts and CVs 1st Panel Educommunication, Art and Culture 2nd Panel Perceptional Haptic Development and Multisensory Supplementation in Social Equity 3rd Panel Science and Technology in Habilitation Engineering/ Rehabilitation, Accessibilities and Usability 4th Panel Spatial, Urban and Web Design Ergonomics, for Orientation and Mobility with Autonomy and Independence

Testimony by Manuel da Costa Leite about the technological project "Oliveiras Dialogantes"

2nd Panel - Perceptual Haptic Development and Multisensory Supplement in Social Equity We are a family owned and operated business. Architect Carlos Mourão Pereira, Ph.D (CiTUA, IST-ULisboa) «The Multisensory Potential of Including the Condition of Blindness in the Teaching of Architecture» Professor Carlota Brazileiro, Ph.D (Piaget Institute) Didactics of Mathematics for Blind Children in an Inclusive Context Professor Hélder Bértolo, Ph.D (Universidad Complutense de Madrid) Visual Processing in Congenitally Blind: a model for visual imagery in the absence of visual perception Professor Jorge Vilela de Carvalho, Director of the Sports Department at IPDJ, IP Communication in the area of psychomotricity and Sports Dynamics for Blind People in an Inclusive Context Professor Serafim Queirós (Master in Special Education FMH / ULisboa) «Synthesis of the Neuroscience, Psychology and Physiology Studies of the Haptic Perception Circumscribed to the Percetivocognitive Function of the Hand» Professor Vítor da Fonseca, Ph.D (FMH / ULisboa) The Role of Haptic Exploration in the Learning of the Blind Person

definição de Tiflologia Definition Typhlology is the systematic, interdisciplinary, multidisciplinary and transdisciplinary study on the issue of physical blindness, as a Human and Social Science (a path in Social and Human Sciences), in a theoretical-empirical and scientific context, being a neologism resulting from the agglutination of Greek words "tiphlos" (blind) plus "logos" (logical foundation of an argument/reasoning), whose first term, which we can understand as the genesis of terminology and conceptuality, emerged in the 19th century, was Tiflophilia (attachment/dedication to the cause/ problem of the blind person). It is a vast epistemological field intertwined with diverse scientific affinities, for the achievement of evidence in many of its domains, namely perceptual haptic, somatosensory and kinesthetic, echolocation and locomotion (orientation and mobility), multisensory and ergoeducational, cognitive and sociocognitive, infocommunicational and sociocommunicational, as a promotional guarantee of the biopsychosocial and human development of blind people, in analogy with normovisual people. The concept of Typhlology encloses in itself and breathes interdisciplinarity (in its own typhlo-scientific valences), multidisciplinarity (in the field of sciences that deal with similar or similar specificities) and transdisciplinarity (in the study, investigation, identification and intervention in reciprocal and systemic interactions between the psyche/mental and neurocognition/psychomotricity, evoking it in the neurodevelopmental structures, functions and dysfunctions of the brain and in its intimate organization, as well as in the cognitive instruments and in the set of mental functioning that integrate, plan and execute, in response adaptive/interface with which we interact in the involvement in everything in which we can or in which we find ourselves involved), expanding typhlology, as typhloscience, deepening it and promoting it in humanity with the inherent and suggestive scientificity of the Educommunication Pedagogical Art, simultaneously with the adjusted contributions of the ia Science, for the equation and explanation of its necessary social understanding in equity and citizenship. In this sense, so that abstraction and propositionality, abstract categories and demonstrative or deductive analyses, on typhlological reality, do not overshadow the factual and empirical, the tangible and observable, confirmation by experimental or comparative verification, and so that any misunderstandings do not surprise the scientificity of Typhlology, we should be aware that: Gotthold Epihraim Lessing (1729-1781) had argued that "truth" is the "purpose of Science" and that "pleasure" is the "purpose of the Arts." Maxim Gorky (1868-1936) maintained that "Science is the reason of the World" and that Art is "its soul". However, and to paraphrase Albert Einstein (1879-1955), science can only determine what is, not what should be, and leaving the need for value judgments of all kinds to remain outside its domain. It is in this perspective and observation, essentially in a holistic plan of inclusion in quality and equitable opportunities, that the importance and scope of Typhlology can be found in the joint research and analysis of different sciences, combining foundations and reasoning with each other, in a joint research and of evidence, specific studies based on experiences, practices and theories in the most varied contexts and situations, validating results in successive stages of research and development to, in this joint scientific articulation, foster hypotheses for the discovery of fruitful solutions, in the practical and scientific scope of the life sciences, with inclusive sociology and ethics in humanization, also in the areas of biology and anthropology, psychology and psychophysiology, psychomotricity, rehabilitation physics and engineering, neurosciences, artificial intelligence and others that may come to be considered necessary to integrate in this investigational interdisciplinarity, multidisciplinarity and transdisciplinarity. It is Typhlology (already Typhloscience) that, in this theoretical-empirical and scientific framework, is concerned with valuing diversity and promoting equity in equality and opportunities for blind people, demonstrably demonstrating its potential and competences, in uniformity with people with normal vision. , in the sphere of the ecology of knowledge and well-being in society for all. Lisbon, June 23, 2020, (Text by Augusto Deodato Guerreiro) Up

Reportagem Fotográfica do evento Joël Hardy, Maria Romeiras. Presidente da Câmara de Castelo de Vide, Joël Hardy. Alexandra Palmeiro, João Palmeiro, Antónia Palmeiro. Joël Hardy, Maria Romeiras. 1/81 PROGRAMA (PT) PROGRAMA (ENG) Resumos Comunicações Up

1st Panel - Educommunication, Art and Culture We are a family owned and operated business. Professor Amanda Tojal, Ph.D. (ArteInclusão) “The contribution of the Multisensory Experience to the appreciation of Works of Art of people who are blind or have low vision”. Architect Ana Assis Pacheco, Ph.D (CEHR / UCP) Awaits title Professor Armando Malheiro da Silva, Ph.D (University of Porto) «Infocommunication and Educommunication with the Blind Person» Professor Manuel de Azevedo Antunes, Ph.D (ULHT) Awaits title Professor Manuel Costa Leite, Ph.D (ULHT) Awaits title Professor Zélia Belo Torres, Ph.D (Piaget Institute) Inclusive Educommunication: Pedagogical Strategies for Students with Low Vision

Peça do mês Com a Clássica Máquina de escrever Braille Perkins, crianças ou adultos com deficiência visual podem fazer as suas próprias anotações no código braille. Permite utilizar diversos tamanhos de papel e sem a necessidade de energia elétrica ou baterias. Venha conhecer e experimentar escrever com a ajuda do colaborador no Museu de Tiflologia em Castelo de Vide José Cândido Branco Rodrigues Tiflologo do Mês Branco Rodrigues, Tiflologo Português responsável pela implementação das oficinas Branco Rodrigues, pioneiras em Portugal para a profissionalização e autonomização das pessoas cegas, Fundador do Jornal dos Cegos. Mais informações na Digitéca de Tiflologia/Tiflociência © CPV/Museu Tiflologia Voltar para Programação

Title: Warrior Gonçalo Eanes de Abreu Born in Castelo de Vide, he bravely participated in the battle of Aljubarrota, which secured Portugal's independence against the powerful army of Castile and Spain. He was mayor of Castelo de Vide and temporarily its grantee. Date: 2017 Author: Maria Leal da Costa Material: Lioz and Abancado www.marialealdacosta.com

Sensory Garden (c) CEV/MT / Ana Luísa Cruz

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