O que os olhos não veem a linguagem esclarece: contribuição da mediação semiótica à elaboração do raciocínio geográfico pelo aluno com cegueira congênita

• Autor(a) principal: Silva, Flávia Gabriela Domingos
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9628
• topic: Educação inclusiva; Mediação; Lugar; Pensamento espacial; Raciocínio geográfico; Inclusive education; Mediation; Place; Spatial thinking; Geographical reasoning; CIENCIAS HUMANAS::GEOGRAFIA

The geographic space is a social construction and its (re)production movement involves different dimensions (economic, political, cultural, environmental, etc.). Although the subjects participate in this process, understanding it is not an automatic and simple activity, demanding the mobilization of reasoning and thoughts truly geographic. When pondering the cognitive activities elaborated in/by Geography, it is necessary to investigate which sign systems enable such elaborations, that is, which semiotic mediations involved in the development of thoughts and geographic reasonings. Highlighting these latter, besides the mediator languages, they also include in their compositions the theoretical-methodological construct of Geography, knowledge of correlated sciences, everyday knowledge and the spatial thinking. It is known that the visual informations are very relevant for the analysis and geographical understandings, being the vision the most used perceptual system. Therefore, it is necessary to investigate the elaboration of geographic reasoning by students with congenital blindness, as well as ways of mediating, in a didactic way, such elaborations. This proposition is justified because although blindness restricts, considerably, perception, understanding and spatial appropriation, what Vygotsky (1997) calls spatial impotence, does not preclude the cognitive development of subjects who have their higher psychological functions preserved. In this context, the general objective of this thesis is to analyze the process of elaboration of geographical reasoning by the student with congenital blindness, starting from the articulation between dimensions of the concept of place, mediated semiotically, and spatial thinking, all of which are within the scope of didactic mediation. The place as one of the key concepts of Geography conjugate the materials, affectives and multiple scales dimensions, from which we argue that this concept contributes significantly to the sociopsychological compensation of spatial impotence. For that, a qualitative research was developed, in the participant research modality, which predicted the articulation between the bibliographical and field research, being the latter composed by: observation, field diary, semi-structured interview and didactic sequence accomplishment. The Brazilian Center for Rehabilitation and Support for the Visually Impaired(CEBRAV) was established as the research field, in which all stages of the investigation were developed with three students with congenital blindness. It was possible to verify that the semiotic mediation of the dimensions of the concept of place, based on the content of use and occupation of the urban ground, together with the elements of spatial thinking enabled the development of different geographic reasoning by the subjects involved. It can be affirmed, therefore, that Geography offers a great contribution to the sociopsychological compensation of space impotence.