摘要：The objectives of this study were to analyze the mediations between a blind student and the reading practice favored by his family and school/teacher; to verify the influence of an appropriate early stimulation favored by the family to the process of learning to read Braille; and to investigate the role of the school/teacher in the constitution of the blind reader subject. In order to reach these goals, individual interviews were conducted with a blind student enrolled in the first year of high school, at a regular school in Recife, as well as with his mother and teachers. Analytically, we used the core meaning proposal, whose process of apprehending senses and meanings occurred through the systematization of pre-indicators, indicators and core meaning. Thus, it was possible to verify that lack of a tactile stimulation in the family sphere exerts a negative influence on the reading habits of the participant. This study also called attention to the important role of schools in promoting the learning of Braille.
