Educação Inclusiva e o Ensino de Geografia : uma perspectiva por meio da Cartografia Tátil

• Autor(a) principal: Medeiros, Mariana Inácio de
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/1233
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação inclusiva; Deficiência visual; Geografia; Cartografia tátil; Inclusive education; Visual impairment; Geography; Tactile cartography

The present research, of a theoretical nature, with a bibliographical and documentary character, has as its theme the discussion of the inclusion to the visually impaired in the teaching of geography, especially with regard to cartography. The importance of inclusive education and the adoption of teaching methodologies, techniques and materials that enable students to appropriate the scientific knowledge of geography and its transposition into everyday life. Geographical and cartographic knowledge must begin in education from an early age, since the understanding of the concepts of geography is fundamental for human beings, because they develop the capacity to perceive reality and to constitute their citizenship, in order to active role in society. In addition, these sciences are responsible for enabling people to locate in space, so they can transit in the environment autonomously. The cut in research on visual impairment and the choice of tactile cartography is should to the fact that it is the most prevalent deficiency in Brazilian society, according to the IBGE and PNS, in 2013. The challenges of inclusion and choice by methodologies, techniques and teaching materials are imposed on the learning process of geography and cartography. Therefore, the general objective of this work is to understand the importance of the inclusion to the visually impaired and its implications in the teaching of geography. In this sense, the present research is organized in seven sections, contemplating memorial, introduction, development, considerations and bibliographical references. Development consists of three sections that correspond respectively to the approach of inclusive education, the specificity of visual impairment and the understanding of tactile mapping. The initial research allows demonstrating the importance of tactile mapping in order to guarantee an inclusive education for students with visual impairment, thus ensuring the appropriation of the concepts of geography and cartography.