As linguagens sensoriais para deficientes visuais na construção de pensamento geográfico sobre a cidade

• Autor(a) principal: Alves, David de Abreu
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000019rh
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12158
• topic: Educação geográfica; Cidade; Linguagens sensoriais; Deficientes visuais; Pensamento geográfico; Geographic education; City; Sensory languages; Visually impaired; Geographic thought; CIENCIAS HUMANAS::GEOGRAFIA

The work presented here is the result of a series of concerns of interest in Education, Geography, and society. We reflect on elements of the universe of Inclusive Education, Languages, Geographic Education and Geographic Thinking, understanding that the lack of better articulation and systematization in the use of Sensory Languages for the teaching of Geography to the visually impaired leads to fragile understandings that do not enhance the meaning to everyday phenomena that occur in urban space. That said, in this text, we aim to understand the possibilities presented by Sensory Languages in the cognitive actions of the visually impaired in the development of Geographical Thinking about the City with the aim of school inclusion and citizenship practices. Methodologically, the research approach is qualitative, and the procedures for data collection were diverse, being these, bibliographic and documentary surveys, observations, interviews (narrative and structured), and conversation circles/thematic workshops that helped in the production of a proposal for didactic mediation of Geography teachers. Our research subjects are students with Visual Impairment supported by the Brazilian Center for Rehabilitation and Support for the Visually Impaired - CEBRAV and enrolled in school institutions in the City of Goiânia/GO, as well as the teachers of some of these students who agreed to participate in the research and who authorized observation of the Geography classes in which they work. At the end of the research and the text presented here, we defend the thesis that the use of sensory language, individually or together with other sensory linguistic biases, in the context of didactic mediation in Geographical Education, in classrooms, with the presence of Visually Impaired people, is capable of enabling, minimally, in the work with the concepts of Landscape and Place, the construction of spatialities and legitimate Geographic Thought related to the phenomena triggered in the cities. In this way, such possibilities make it possible to learn geographically about the urban space, with the aim of citizenship, understood as a cultural process that takes place as everyday socio-spatial practices, in line with universal rights.