The Duplicated Boy

Client: Universidade Federal do Rio de Janeiro
Date: 2015
Services: Illustration, Art Direction, Video, Animation and Editorial Design

Graduation project made for the Visual Communication Design course of The Federal University of Rio de Janeiro in 2014.2, which consisted of developing the graphic project concept, text, illustrations and managing the multi-sensory resources.
The Duplicated Boy is a multi-sensory, interactive and inclusive book destined to visually impaired kids (born blind and with low vision) as well as sightseeing infants, from 8 to 12 years of age. The story portrays a kind reflection on relationships and promotes the acceptance of the others as equals. It tells the story of a lonely kid, who can be anyone -therefore unnamed -, looking for a friend, in a journey that inspires self-awareness, inclusion and, principally, the respect and the acceptance of others.
The main goal of the inclusive narrative is to provide an educational, complementary material for schools and homes that helps molding the kids’ personality, since the beginning, to the acceptance of others, with no exclusions. Also, the book was planned to be read by more than one kid at the same time, which supports friendship, interpersonal relations and knowledge sharing.
In total, 16 poems were written considering the concept generation, the acquisition of new vocabulary and the cognitive development, based on concrete concepts (tangibles and non-tangibles) and abstract ones. For the illustrations, 40 silk screens were created to implement tactile resources.


Simple and understandable illustrations were created, focusing on daily routine elements to provide easy comprehension and cognitive relation for all kids, even the ones that are not literate yet. Also, the simplicity of shapes and objects facilitates the reading by blind kids and infants with low vision. As to the former group, the technique of outlining images was applied, combined with a specific graphic finishing, according to the most relevant features of objects and concepts, pointed out by born blind kids from 8 to 13 years of age. As to the latter, enlarged text and images, as well as contrasting colors increased the experience of reading. The images are associated with the story and complement the reading experience.