A cartografia tátil como processo de inclusão no ensino regular: um estudo de caso etnográfico

• Autor(a) principal: Alencar, Débora do Nascimento Fernandes de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3270
• topic: 1. Educação inclusiva. 2. Deficiência visual. 3. Geografia. 4. Cartografia tátil.; CIENCIAS SOCIAIS APLICADAS

The concept of Inclusive Education has promoted a series of modifications in educational approaches, processes and practices, a fact that has caused professionals to rethink not only the conception about learning, but also about their role as teacher. Taking these aspects into account, the main objective of this study is to understand the situation of school inclusion in relation to the subject of Geography, based on the use of tactile cartography as a way to analyze the experiences and interactions in the school’s daily life of students with visual impairment (VI), regularly enrolled in high school classes at a public school in the city of Campina Grande, State of Paraíba. The research is a qualitative approach, and its design is based on an ethnographic case study. The instruments used for the data collection were: participant observation, semi-structured interviews, documentary analysis and bibliographic survey of the studied subject. The analysis of the obtained data evidenced aspects about the practice and the formation of the teachers in the school routine with students with VI. Besides the dissertation, it was elaborated, as a product of the professional masters in teacher training, a didactic sequence that introduces discussions about the use of tactile cartography as an experience in the teaching of Geography in inclusive rooms with students with VI. As a theoretical reference, it was sought the support of scholars such as Vygotsky (1997), Glat (1985), Ventorini (2009), Almeida (Vasconcellos, 1993; Almeida, 2005, 2007, 2011), Nogueira (2007, 2008, 2009) Loch (2008), Sampaio (2009) among other scholars who discuss the subject studied, a part from several official documents on the theme of inclusion. Finally, the experiences and reflections provided by this research revealed the importance of a more effective work in teacher education, in Inclusive Education, and in a more specific way to teachers of Geography in the handling, production, interpretation and adaptation of pedagogical resources in the area of cartography, in order to favor the learning of VI students in relation to the contents of this discipline.