Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior

Detalhes bibliográficos
Autor(a) principal: Sehnem, Cristian Evandro
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional Manancial UFSM
Texto Completo: http://repositorio.ufsm.br/handle/1/15223
Resumo: As there is an increasing number of disabled students in Higher Education, changes in technical and pedagogical subsidies that guarantee their teaching and learning process are pivotal. For visually impaired students, mobility on campus and access to visual images used in class, such as maps, graphs, and drawings, which are adapted in order to allow these students to reach, explore and understand their characteristics in the most autonomous and independent way, are probably one of the main inaccessibilities that must be overcome. Thus, the present qualitative and applied research aims to get to know aspects of tactile cartography and its usability for visually impaired students in their teaching and learning process in Higher Education. In order to do so, data was collected from interviews with six visually impaired university students and the results were categorized by means of content analysis, under the motto “Nothing about us, without us (Nada sobre nós, sem nós)” as the author himself is visually impaired. Although tactile cartography resources are little-known and not commonly found in Higher Education, they provide students with several different possibilities and benefits in their learning process, mobility, social interaction, and education, which would be even greater under different circumstances. Even when embossed materials were made available mainly in Basic Education, matters of usability did not allow students to fully reach a rational understanding which could be continued and perfected later on. However, the importance given to a teaching methodology that guides and accompanies this exploration and learning from tactile resources from a non-visual perspective was unanimous. From these facts one may conclude that visually impaired students can easily construct mental images of visual elements when tactile cartography resources are combined with sufficient three-dimensional features and with an appropriate teaching methodology. Furthermore, it is high time new ways of designing and making these resources with three-dimensional printers with higher quality, durability, and portability were adopted. Therefore, the product elaborated in this research offers an initial contribution to a technical norm on tactile cartography from the perspective of an inclusive teaching and learning process.
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spelling 2019-01-07T11:18:54Z2019-01-07T11:18:54Z2018-07-17http://repositorio.ufsm.br/handle/1/15223As there is an increasing number of disabled students in Higher Education, changes in technical and pedagogical subsidies that guarantee their teaching and learning process are pivotal. For visually impaired students, mobility on campus and access to visual images used in class, such as maps, graphs, and drawings, which are adapted in order to allow these students to reach, explore and understand their characteristics in the most autonomous and independent way, are probably one of the main inaccessibilities that must be overcome. Thus, the present qualitative and applied research aims to get to know aspects of tactile cartography and its usability for visually impaired students in their teaching and learning process in Higher Education. In order to do so, data was collected from interviews with six visually impaired university students and the results were categorized by means of content analysis, under the motto “Nothing about us, without us (Nada sobre nós, sem nós)” as the author himself is visually impaired. Although tactile cartography resources are little-known and not commonly found in Higher Education, they provide students with several different possibilities and benefits in their learning process, mobility, social interaction, and education, which would be even greater under different circumstances. Even when embossed materials were made available mainly in Basic Education, matters of usability did not allow students to fully reach a rational understanding which could be continued and perfected later on. However, the importance given to a teaching methodology that guides and accompanies this exploration and learning from tactile resources from a non-visual perspective was unanimous. From these facts one may conclude that visually impaired students can easily construct mental images of visual elements when tactile cartography resources are combined with sufficient three-dimensional features and with an appropriate teaching methodology. Furthermore, it is high time new ways of designing and making these resources with three-dimensional printers with higher quality, durability, and portability were adopted. Therefore, the product elaborated in this research offers an initial contribution to a technical norm on tactile cartography from the perspective of an inclusive teaching and learning process.Com a crescente inclusão de estudantes com deficiência na Educação Superior, mudanças nos subsídios técnicos e pedagógicos que garantam o processo ensino e aprendizagem são urgentes. Em relação aos estudantes com cegueira ou baixa visão, a mobilidade no campus universitário e o acesso às imagens visuais utilizadas em sala de aula, como mapas, gráficos e desenhos, adaptados de modo a permitir o alcance, a exploração e a apreensão de suas características com a máxima autonomia e independência possíveis, provavelmente são as maiores das inacessibilidades que precisam superar. Assim, a presente pesquisa, qualitativa e aplicada, tem por objetivo conhecer os aspectos da cartografia tátil e sua usabilidade para o processo de ensino e aprendizagem a estudantes com deficiência visual na Educação Superior. Coletou dados em entrevistas por pautas junto a seis estudantes universitários com cegueira ou baixa visão e categorizou os resultados por análise de conteúdo, sob o lema “Nada sobre nós, sem nós”, que se dá mesmo antes desta etapa por também possuir deficiência visual o seu autor. Desse modo, verifica-se que os recursos da cartografia tátil são ainda pouco conhecidos e encontrados na Educação Superior, apresentando estes estudantes assim mesmo possibilidades e benefícios na aprendizagem, mobilidade, interação social e formação acadêmica, que seriam ainda maiores se o quadro fosse outro. Até mesmo quando materiais em relevo foram disponibilizados, na Educação Básica principalmente, questões de usabilidade não permitiram atingir um conhecimento pleno, racional ou que fosse ao menos continuado e aperfeiçoado posteriormente. Mas foi unânime a importância dada a uma metodologia de ensino que oriente e acompanhe esta exploração e aprendizagem a partir de recursos táteis e, logicamente, dentro de uma perspectiva não visual. Conclui-se, então, que um estudante com deficiência visual pode facilmente construir imagens mentais de elementos visuais quando os recursos da cartografia tátil se conjugam a características tridimensionais suficientes e a uma metodologia de ensino adequada. Além disso, que já está em tempo de adotar-se novas formas de concepção e confecção destes recursos, com maior qualidade, durabilidade e portabilidade, por exemplo, a partir de impressoras tridimensionais. E para tanto, o produto elaborado nesta pesquisa traz subsídios iniciais para uma norma técnica sobre a cartografia tátil na perspectiva do ensino-aprendizagem inclusivo.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCartografia tátilDeficiência visualPolítica inclusivaEducação superiorTactile cartographyVisual impairmentInclusive policiesHigher educationCNPQ::CIENCIAS HUMANAS::EDUCACAOCartografia tátil: política inclusiva para estudantes com deficiência visual na educação superiorTactile cartography: inclusive policies for visually impaired students in higher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Pereira, Josefa Lídia Costahttp://lattes.cnpq.br/0621869920121540Thoma, Adriana da Silvahttp://lattes.cnpq.br/6828229463519199http://lattes.cnpq.br/1148828156588441Sehnem, Cristian Evandro7008000000066004c183ab0-9c3e-4891-bad4-8943e54ebcf1f96f8004-24b7-4269-8904-310549a53de3148d74ee-82dc-48b2-a847-57bc8b782a42a6e1174e-f368-4d10-8b4a-cb9844e12dacreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
dc.title.alternative.eng.fl_str_mv Tactile cartography: inclusive policies for visually impaired students in higher education
title Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
spellingShingle Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
Sehnem, Cristian Evandro
Cartografia tátil
Deficiência visual
Política inclusiva
Educação superior
Tactile cartography
Visual impairment
Inclusive policies
Higher education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
title_full Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
title_fullStr Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
title_full_unstemmed Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
title_sort Cartografia tátil: política inclusiva para estudantes com deficiência visual na educação superior
author Sehnem, Cristian Evandro
author_facet Sehnem, Cristian Evandro
author_role author
dc.contributor.advisor1.fl_str_mv Pavão, Sílvia Maria de Oliveira
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/6934897603622261
dc.contributor.referee1.fl_str_mv Pereira, Josefa Lídia Costa
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/0621869920121540
dc.contributor.referee2.fl_str_mv Thoma, Adriana da Silva
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/6828229463519199
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1148828156588441
dc.contributor.author.fl_str_mv Sehnem, Cristian Evandro
contributor_str_mv Pavão, Sílvia Maria de Oliveira
Pereira, Josefa Lídia Costa
Thoma, Adriana da Silva
dc.subject.por.fl_str_mv Cartografia tátil
Deficiência visual
Política inclusiva
Educação superior
topic Cartografia tátil
Deficiência visual
Política inclusiva
Educação superior
Tactile cartography
Visual impairment
Inclusive policies
Higher education
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Tactile cartography
Visual impairment
Inclusive policies
Higher education
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description As there is an increasing number of disabled students in Higher Education, changes in technical and pedagogical subsidies that guarantee their teaching and learning process are pivotal. For visually impaired students, mobility on campus and access to visual images used in class, such as maps, graphs, and drawings, which are adapted in order to allow these students to reach, explore and understand their characteristics in the most autonomous and independent way, are probably one of the main inaccessibilities that must be overcome. Thus, the present qualitative and applied research aims to get to know aspects of tactile cartography and its usability for visually impaired students in their teaching and learning process in Higher Education. In order to do so, data was collected from interviews with six visually impaired university students and the results were categorized by means of content analysis, under the motto “Nothing about us, without us (Nada sobre nós, sem nós)” as the author himself is visually impaired. Although tactile cartography resources are little-known and not commonly found in Higher Education, they provide students with several different possibilities and benefits in their learning process, mobility, social interaction, and education, which would be even greater under different circumstances. Even when embossed materials were made available mainly in Basic Education, matters of usability did not allow students to fully reach a rational understanding which could be continued and perfected later on. However, the importance given to a teaching methodology that guides and accompanies this exploration and learning from tactile resources from a non-visual perspective was unanimous. From these facts one may conclude that visually impaired students can easily construct mental images of visual elements when tactile cartography resources are combined with sufficient three-dimensional features and with an appropriate teaching methodology. Furthermore, it is high time new ways of designing and making these resources with three-dimensional printers with higher quality, durability, and portability were adopted. Therefore, the product elaborated in this research offers an initial contribution to a technical norm on tactile cartography from the perspective of an inclusive teaching and learning process.
publishDate 2018
dc.date.issued.fl_str_mv 2018-07-17
dc.date.accessioned.fl_str_mv 2019-01-07T11:18:54Z
dc.date.available.fl_str_mv 2019-01-07T11:18:54Z
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dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
Centro de Educação
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
dc.publisher.initials.fl_str_mv UFSM
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dc.publisher.department.fl_str_mv Educação
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Centro de Educação
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