THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Holos |
Texto Completo: | http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/3738 |
Resumo: | Historically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts. This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration. Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes. |
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THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSESPhenomenologyTactile MapsPhysical EducationBlindnessInclusionHistorically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts. This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration. Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte2016-02-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/373810.15628/holos.2016.3738HOLOS; v. 1 (2016); 31-421807-1600reponame:Holosinstname:Instituto Federal do Rio Grande do Norte (IFRN)instacron:IFRNenghttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/3738/1373Copyright (c) 2016 HOLOSinfo:eu-repo/semantics/openAccessMiranda, Ruy Antônio Wanderley Rodrigues dePinel, Hiran2022-05-01T20:22:40Zoai:holos.ifrn.edu.br:article/3738Revistahttp://www2.ifrn.edu.br/ojs/index.php/HOLOSPUBhttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/oaiholos@ifrn.edu.br||jyp.leite@ifrn.edu.br||propi@ifrn.edu.br1807-16001518-1634opendoar:2022-05-01T20:22:40Holos - Instituto Federal do Rio Grande do Norte (IFRN)false |
dc.title.none.fl_str_mv |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
title |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
spellingShingle |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES Miranda, Ruy Antônio Wanderley Rodrigues de Phenomenology Tactile Maps Physical Education Blindness Inclusion |
title_short |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
title_full |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
title_fullStr |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
title_full_unstemmed |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
title_sort |
THE BLIND STUDENT AND HIS BODY FEELINGS: WAYS OF BEING AND PERCEIVING THE SCHOOL THROUGH TACTILE MAPS DURING PHYSICAL EDUCATION CLASSES |
author |
Miranda, Ruy Antônio Wanderley Rodrigues de |
author_facet |
Miranda, Ruy Antônio Wanderley Rodrigues de Pinel, Hiran |
author_role |
author |
author2 |
Pinel, Hiran |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Miranda, Ruy Antônio Wanderley Rodrigues de Pinel, Hiran |
dc.subject.por.fl_str_mv |
Phenomenology Tactile Maps Physical Education Blindness Inclusion |
topic |
Phenomenology Tactile Maps Physical Education Blindness Inclusion |
description |
Historically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts. This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration. Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-02-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/3738 10.15628/holos.2016.3738 |
url |
http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/3738 |
identifier_str_mv |
10.15628/holos.2016.3738 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/3738/1373 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 HOLOS info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 HOLOS |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte |
dc.source.none.fl_str_mv |
HOLOS; v. 1 (2016); 31-42 1807-1600 reponame:Holos instname:Instituto Federal do Rio Grande do Norte (IFRN) instacron:IFRN |
instname_str |
Instituto Federal do Rio Grande do Norte (IFRN) |
instacron_str |
IFRN |
institution |
IFRN |
reponame_str |
Holos |
collection |
Holos |
repository.name.fl_str_mv |
Holos - Instituto Federal do Rio Grande do Norte (IFRN) |
repository.mail.fl_str_mv |
holos@ifrn.edu.br||jyp.leite@ifrn.edu.br||propi@ifrn.edu.br |
_version_ |
1798951621878611968 |