A importância da cartografia tátil na construção e representação espacial do aluno com deficiência visual no ensino regular de Geografia: estudo de caso na E.E Professor Odilon Correa, em Rio Claro/SP
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Data
2019/12/10
Autores
Castanha, Rafael da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nas últimas décadas vem surgindo crescentes discussões e pesquisas a respeito da inclusão de pessoas com deficiências em diversas áreas sociais, dentre elas, a própria educação escolar. Nesse sentido, os trabalhos em educação defendem a necessidade de se pensar políticas e estratégias pedagógicas que permitam aos alunos com qualquer tipo de deficiência, a inclusão no processo de ensino aprendizagem regular. A partir disso, o objetivo desse estudo foi de analisar as experiências práticas do desenvolvimento e aplicação de materiais didáticos táteis, para alunos com deficiência visual do Ensino Fundamental II e Ensino Médio, nas aulas de geografia da “E.E Professor Odilon Correa” em Rio Claro/SP. A metodologia de pesquisa adotada foi qualitativa, e centrou-se na construção e representação de conceitos básicos da cartografia, como orientação e representação espacial. Os materiais didáticos utilizados nas práticas pedagógicas foram confeccionados ou adaptados seguindo os parâmetros da cartografia tátil e contaram com: mapas, maquetes, globos e jogos táteis que puderam ser exploradas tanto pelos alunos deficientes visuais quanto pelos alunos normovisuais, tornando assim o conhecimento acessível a todos. Como resultado dos estudos, apresenta-se também a descrição e a análise da eficácia dos materiais para o ensino de geografia escolar, bem como os procedimentos metodológicos e a sequência didática utilizada ao longo das aulas.
In recent decades, there has been a growing discussion and research on respect for the inclusion of people with disabilities in various social areas, including school education itself. In this sense, the works in education defend the need to think about pedagogical policies and strategies that allow students with any type of disability to be included in the teaching-learning process, along with other students. From this, the objective of this study was to relate as practical practices of development and application of didactic materials for students with visual impairment of Elementary School II and High School, in the geography classes of "E.E Professor Odilon Correa" in Rio Claro / SP. The research methodology adopted was qualitative and focused on the construction and representation of basic cartography concepts, such as orientation and spatial representation. The didactic materials used in the pedagogical practices were made or adapted, following the methods of tactile cartography and counted with: maps, models, globes and mobile games that can be explored by the visually impaired students as to the normal students. As a result of the studies, a description and analysis of the application of materials for teaching school geography is presented, as well as the methodological procedures and the didactic sequence used throughout the classes.
In recent decades, there has been a growing discussion and research on respect for the inclusion of people with disabilities in various social areas, including school education itself. In this sense, the works in education defend the need to think about pedagogical policies and strategies that allow students with any type of disability to be included in the teaching-learning process, along with other students. From this, the objective of this study was to relate as practical practices of development and application of didactic materials for students with visual impairment of Elementary School II and High School, in the geography classes of "E.E Professor Odilon Correa" in Rio Claro / SP. The research methodology adopted was qualitative and focused on the construction and representation of basic cartography concepts, such as orientation and spatial representation. The didactic materials used in the pedagogical practices were made or adapted, following the methods of tactile cartography and counted with: maps, models, globes and mobile games that can be explored by the visually impaired students as to the normal students. As a result of the studies, a description and analysis of the application of materials for teaching school geography is presented, as well as the methodological procedures and the didactic sequence used throughout the classes.
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Palavras-chave
Cartografia tátil, Ensino de geografia, Deficiência visual, Tactile cartography, Visual impairment, Geography teaching