O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11684 |
Resumo: | Deaf education from an inclusive perspective has been increasingly discussed throughout the 21st century, however, when it comes to teaching Geography and its relationship with cartographic language and the use of Libras in the teaching and learning process publications are still scarce. Aware of this, this research aims to understand how the work with School and Inclusive Cartography enhances the teaching of Geography for deaf students in Elementary School II in the city of Imperatriz, in the state of Maranhão. Therefore, it was necessary to discuss the initial and continuing education process of Geography teachers to work with deaf students, as well as to present the theoretical-methodological paths for its use in the classes of this discipline. Specifically, we sought to systematize a course of didactic sequence based on the work with School and Inclusive Cartography for deaf students. Therefore, the means of investigation included the bibliographic research, supported by different authors, who discuss Inclusive Education, Deaf Education, Geography Teaching, School and Inclusive Cartography and the training of Geography teachers. Also, field research was carried out in 02 (two) schools of the Municipal Education Network in the city mentioned, and this moment was divided into two stages: the first stage refers to the application of questionnaires to Libras teachers and interpreters, as well as an interview with the coordination of the Inclusion and Attention to Diversity Sector (SIADI), responsible for implementing the inclusion policy. In the second stage of the field, the proposal for a didactic sequence was developed, which, as a result of the arrival of the Covid-19 pandemic, needed to be reformulated, using video strategies to apply the methodological path. Therefore, this study presents itself as a possibility to carry out a school work that considers and respects the differences of deaf students. This aspect can be evidenced in the results, which point to the importance of knowing how these individuals communicate and the resources and methodologies that the teacher can use in the classroom. For this, it is necessary that the teacher knows, even minimally, the language of the deaf and that Libras is present in both initial and continuing education. Another relevant aspect is that Libras teachers and interpreters need to develop collaborative work, as the absence of joint planning makes their work difficult, as these subjects have a training that does not provide them with the necessary bases to work with the contents of Geography. Furthermore, the work with maps for deaf students makes it possible to understand the spatialization of geographic phenomena, respecting the cultural and linguistic aspects of these subjects, as well as enhancing the teaching of Geography to these students. Aware of this, we highlight the importance not only of a school for everyone, but of teaching proposals in which everyone can learn. |
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Bueno, Míriam Aparecidahttp://lattes.cnpq.br/9765282563578698Bueno, Míriam AparecidaSantos Neto, Pedro Moreira dosRichter, Denishttp://lattes.cnpq.br/1431875638841799Oliveira, Josiane Silva de2021-10-08T11:02:16Z2021-10-08T11:02:16Z2021-08-26OLIVEIRA, J. S. O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico. 2021. 145 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11684ark:/38995/001300000cjk1Deaf education from an inclusive perspective has been increasingly discussed throughout the 21st century, however, when it comes to teaching Geography and its relationship with cartographic language and the use of Libras in the teaching and learning process publications are still scarce. Aware of this, this research aims to understand how the work with School and Inclusive Cartography enhances the teaching of Geography for deaf students in Elementary School II in the city of Imperatriz, in the state of Maranhão. Therefore, it was necessary to discuss the initial and continuing education process of Geography teachers to work with deaf students, as well as to present the theoretical-methodological paths for its use in the classes of this discipline. Specifically, we sought to systematize a course of didactic sequence based on the work with School and Inclusive Cartography for deaf students. Therefore, the means of investigation included the bibliographic research, supported by different authors, who discuss Inclusive Education, Deaf Education, Geography Teaching, School and Inclusive Cartography and the training of Geography teachers. Also, field research was carried out in 02 (two) schools of the Municipal Education Network in the city mentioned, and this moment was divided into two stages: the first stage refers to the application of questionnaires to Libras teachers and interpreters, as well as an interview with the coordination of the Inclusion and Attention to Diversity Sector (SIADI), responsible for implementing the inclusion policy. In the second stage of the field, the proposal for a didactic sequence was developed, which, as a result of the arrival of the Covid-19 pandemic, needed to be reformulated, using video strategies to apply the methodological path. Therefore, this study presents itself as a possibility to carry out a school work that considers and respects the differences of deaf students. This aspect can be evidenced in the results, which point to the importance of knowing how these individuals communicate and the resources and methodologies that the teacher can use in the classroom. For this, it is necessary that the teacher knows, even minimally, the language of the deaf and that Libras is present in both initial and continuing education. Another relevant aspect is that Libras teachers and interpreters need to develop collaborative work, as the absence of joint planning makes their work difficult, as these subjects have a training that does not provide them with the necessary bases to work with the contents of Geography. Furthermore, the work with maps for deaf students makes it possible to understand the spatialization of geographic phenomena, respecting the cultural and linguistic aspects of these subjects, as well as enhancing the teaching of Geography to these students. Aware of this, we highlight the importance not only of a school for everyone, but of teaching proposals in which everyone can learn.A educação de surdos a partir de uma perspectiva inclusiva tem sido cada vez mais discutida ao longo do século XXI, no entanto, quando se direciona ao ensino de Geografia e sua relação com a linguagem cartográfica e o uso da Libras no processo de ensino e aprendizagem as pesquisas ainda são escassas. Ciente disso, a presente pesquisa tem como objetivo compreender de que forma o trabalho com a Cartografia Escolar e Inclusiva potencializa o ensino de Geografia para alunos surdos do Ensino Fundamental II na cidade de Imperatriz, no estado do Maranhão. Para tanto, foi necessário discutir o processo de formação inicial e continuada dos professores de Geografia para trabalhar com alunos surdos, assim como apresentar os percursos teórico-metodológicos para sua utilização nas aulas dessa disciplina. Especificamente, buscou-se sistematizar um percurso de sequência didática a partir do trabalho com a Cartografia Escolar e Inclusiva para alunos surdos. Diante disso, os meios de investigação compreenderam a pesquisa bibliográfica, apoiada em diferentes autores, que discutem sobre Educação Inclusiva, Educação de Surdos, Ensino de Geografia, Cartografia Escolar e Inclusiva e a formação de professores de Geografia. Ainda, foi realizada pesquisa de campo em 02 (duas) escolas da Rede Municipal de Ensino do município citado, sendo esse momento dividido em duas etapas: a primeira etapa refere-se à aplicação de questionários aos professores e intérpretes de Libras, bem como entrevista com a coordenação do Setor de Inclusão e Atenção à Diversidade (SIADI), responsável pela implementação da política de inclusão. Já na segunda etapa do campo foi desenvolvida a proposta de sequência didática, que, em decorrência da chegada da pandemia de Covid-19 precisou ser reformulada, utilizando-se de estratégias de vídeos para aplicação do percurso metodológico. Sendo assim, este estudo se apresenta como uma possibilidade para a realização de um trabalho escolar que considera e respeita as diferenças dos estudantes surdos. Tal aspecto pode ser evidenciado nos resultados, que apontam para a importância de saber a forma como esses indivíduos se comunicam e os recursos e metodologias que o professor poderá utilizar em sala de aula. Para isso, é necessário que o docente conheça, mesmo que minimamente, a língua do surdo e que a Libras esteja presente tanto na formação inicial quanto continuada. Outro aspecto relevante é que os professores e intérpretes de Libras precisam desenvolver um trabalho colaborativo, pois a ausência do planejamento conjunto dificulta o seu trabalho, visto que tais sujeitos possuem uma formação que não lhes fornece as bases necessárias para trabalhar os conteúdos da Geografia. Ademais, o trabalho com os mapas para alunos surdos, possibilita a compreensão da espacialização dos fenômenos geográficos, respeitando os aspectos culturais e linguísticos destes sujeitos, bem como, potencializa o ensino de Geografia a estes estudantes. Ciente disso, destacamos a importância não só de uma escola para todos, mas de propostas de ensino em que todos possam aprender.Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2021-10-07T19:26:37Z No. of bitstreams: 2 Dissertação - Josiane Silva de Oliveira - 2021.pdf: 5732072 bytes, checksum: e6b5c90c23ccee9bec053233c2c7a822 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-10-08T11:02:15Z (GMT) No. of bitstreams: 2 Dissertação - Josiane Silva de Oliveira - 2021.pdf: 5732072 bytes, checksum: e6b5c90c23ccee9bec053233c2c7a822 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-10-08T11:02:16Z (GMT). No. of bitstreams: 2 Dissertação - Josiane Silva de Oliveira - 2021.pdf: 5732072 bytes, checksum: e6b5c90c23ccee9bec053233c2c7a822 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-08-26OutroporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessGeografia inclusivaSurdoFormação de professoresCartografia para surdosCartografia para surdosPráticas pedagógicasInclusive GeographyDeafTeacher trainingCartography for the deafPedagogical practicesCIENCIAS HUMANAS::GEOGRAFIAO ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográficoTeaching Geography for deaf students: school and inclusive cartography in the construction of geographical knowledgeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis59500500500500241975reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/2118aac7-2b44-404d-89cf-a786bae8302e/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/0763457f-0384-4bcc-a429-401b5d9e95ba/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Josiane Silva de Oliveira - 2021.pdfDissertação - Josiane Silva de Oliveira - 2021.pdfapplication/pdf5732072http://repositorio.bc.ufg.br/tede/bitstreams/6c0a3116-9063-45b4-b50a-6e5a4410860a/downloade6b5c90c23ccee9bec053233c2c7a822MD53tede/116842021-10-08 08:02:16.713http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11684http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-10-08T11:02:16Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
dc.title.alternative.eng.fl_str_mv |
Teaching Geography for deaf students: school and inclusive cartography in the construction of geographical knowledge |
title |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
spellingShingle |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico Oliveira, Josiane Silva de Geografia inclusiva Surdo Formação de professores Cartografia para surdos Cartografia para surdos Práticas pedagógicas Inclusive Geography Deaf Teacher training Cartography for the deaf Pedagogical practices CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
title_full |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
title_fullStr |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
title_full_unstemmed |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
title_sort |
O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico |
author |
Oliveira, Josiane Silva de |
author_facet |
Oliveira, Josiane Silva de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bueno, Míriam Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9765282563578698 |
dc.contributor.referee1.fl_str_mv |
Bueno, Míriam Aparecida |
dc.contributor.referee2.fl_str_mv |
Santos Neto, Pedro Moreira dos |
dc.contributor.referee3.fl_str_mv |
Richter, Denis |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1431875638841799 |
dc.contributor.author.fl_str_mv |
Oliveira, Josiane Silva de |
contributor_str_mv |
Bueno, Míriam Aparecida Bueno, Míriam Aparecida Santos Neto, Pedro Moreira dos Richter, Denis |
dc.subject.por.fl_str_mv |
Geografia inclusiva Surdo Formação de professores Cartografia para surdos Cartografia para surdos Práticas pedagógicas |
topic |
Geografia inclusiva Surdo Formação de professores Cartografia para surdos Cartografia para surdos Práticas pedagógicas Inclusive Geography Deaf Teacher training Cartography for the deaf Pedagogical practices CIENCIAS HUMANAS::GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Inclusive Geography Deaf Teacher training Cartography for the deaf Pedagogical practices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::GEOGRAFIA |
description |
Deaf education from an inclusive perspective has been increasingly discussed throughout the 21st century, however, when it comes to teaching Geography and its relationship with cartographic language and the use of Libras in the teaching and learning process publications are still scarce. Aware of this, this research aims to understand how the work with School and Inclusive Cartography enhances the teaching of Geography for deaf students in Elementary School II in the city of Imperatriz, in the state of Maranhão. Therefore, it was necessary to discuss the initial and continuing education process of Geography teachers to work with deaf students, as well as to present the theoretical-methodological paths for its use in the classes of this discipline. Specifically, we sought to systematize a course of didactic sequence based on the work with School and Inclusive Cartography for deaf students. Therefore, the means of investigation included the bibliographic research, supported by different authors, who discuss Inclusive Education, Deaf Education, Geography Teaching, School and Inclusive Cartography and the training of Geography teachers. Also, field research was carried out in 02 (two) schools of the Municipal Education Network in the city mentioned, and this moment was divided into two stages: the first stage refers to the application of questionnaires to Libras teachers and interpreters, as well as an interview with the coordination of the Inclusion and Attention to Diversity Sector (SIADI), responsible for implementing the inclusion policy. In the second stage of the field, the proposal for a didactic sequence was developed, which, as a result of the arrival of the Covid-19 pandemic, needed to be reformulated, using video strategies to apply the methodological path. Therefore, this study presents itself as a possibility to carry out a school work that considers and respects the differences of deaf students. This aspect can be evidenced in the results, which point to the importance of knowing how these individuals communicate and the resources and methodologies that the teacher can use in the classroom. For this, it is necessary that the teacher knows, even minimally, the language of the deaf and that Libras is present in both initial and continuing education. Another relevant aspect is that Libras teachers and interpreters need to develop collaborative work, as the absence of joint planning makes their work difficult, as these subjects have a training that does not provide them with the necessary bases to work with the contents of Geography. Furthermore, the work with maps for deaf students makes it possible to understand the spatialization of geographic phenomena, respecting the cultural and linguistic aspects of these subjects, as well as enhancing the teaching of Geography to these students. Aware of this, we highlight the importance not only of a school for everyone, but of teaching proposals in which everyone can learn. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-10-08T11:02:16Z |
dc.date.available.fl_str_mv |
2021-10-08T11:02:16Z |
dc.date.issued.fl_str_mv |
2021-08-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, J. S. O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico. 2021. 145 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11684 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000cjk1 |
identifier_str_mv |
OLIVEIRA, J. S. O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico. 2021. 145 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021. ark:/38995/001300000cjk1 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11684 |
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por |
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por |
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dc.relation.cnpq.fl_str_mv |
197 |
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5 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Geografia (IESA) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Estudos Socioambientais - IESA (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721502739922944 |