Tactile Cartography and visual impairment: a look from the perspective of inclusive education

Detalhes bibliográficos
Autor(a) principal: Medeiros, Ronise Venturini
Data de Publicação: 2019
Outros Autores: Pereira, Josefa Lídia Costa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/24479
Resumo: This study is configured by a cutout from a term paper, which from the current inclusive school context and the evidence of the importance of teaching resources use for the teaching-learning process of students with visual impairment, aimed to investigate how the Tactile Cartography is used by Geography and Special Education teachers and how it influences the learning process of students with visual disabilities enrolled in public regular education school in the city of Santa Maria - RS. The research is a qualitative approach with a case study method and it was held in a regular public school in the city of Santa Maria - RS. It was found that the Tactile Cartography, more specifically, tactile maps, it is a resource used by Geography and Special Education teachers to blind students, and it contributes positively towards the learning process of Geography concepts. Thus, it is understood that the use of tactile cartographic resources it is essential to the teaching of geographic concepts to students with visual impairment. It is estimated that this study can contribute to the dissemination of the area in Special Education field, and coming to motivate further researches.
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spelling Tactile Cartography and visual impairment: a look from the perspective of inclusive educationCartografía táctil y deficiencia visual: una mirada en la perspectiva de la educación escolar inclusiveCartografia tátil e deficiência visual: um olhar na perspectiva da educação escolar inclusivaSpecial educationVisual impairmentTactile cartography.Educación especialDeficiencia visualCartografía táctil.Educação Especial. Deficiência Visual. Cartografia Tátil.This study is configured by a cutout from a term paper, which from the current inclusive school context and the evidence of the importance of teaching resources use for the teaching-learning process of students with visual impairment, aimed to investigate how the Tactile Cartography is used by Geography and Special Education teachers and how it influences the learning process of students with visual disabilities enrolled in public regular education school in the city of Santa Maria - RS. The research is a qualitative approach with a case study method and it was held in a regular public school in the city of Santa Maria - RS. It was found that the Tactile Cartography, more specifically, tactile maps, it is a resource used by Geography and Special Education teachers to blind students, and it contributes positively towards the learning process of Geography concepts. Thus, it is understood that the use of tactile cartographic resources it is essential to the teaching of geographic concepts to students with visual impairment. It is estimated that this study can contribute to the dissemination of the area in Special Education field, and coming to motivate further researches.Este estudio se configura como un recorte de un trabajo de conclusión de curso, el cual a partir del actual contexto escolar inclusivo y de la evidencia de la importancia de la utilización de los recursos didácticos para el proceso de enseñanza aprendizaje de alumnos con discapacidad visual, tuvo como objetivo de la forma en que la Cartografía Táctil es utilizada por profesores de Geografía y de Educación Especial y cómo influye en el aprendizaje de alumnos con discapacidad visual matriculados en la escuela de enseñanza regular de la red pública de la ciudad de Santa Maria - RS. La investigación es de cuño cualitativo, con modalidad estudio de caso y fue realizada en una escuela regular de la red municipal de enseñanza de la ciudad de Santa Maria - RS. Se verificó que la Cartografía Táctil, más específicamente, los mapas táctiles, es un recurso utilizado por los profesores de Geografía y de Educación Especial con los alumnos ciegos, así como, contribuye positivamente al proceso de aprendizaje de los conceptos de Geografía. De esta forma, se comprende que la utilización de los recursos cartográficos táctiles se vuelve imprescindible para la enseñanza de conceptos geográficos para alumnos con discapacidad visual. Se estima que la investigación puede contribuir a la diseminación del área en el campo de la Educación Especial, motivando nuevas investigaciones.Este estudo configura-se como um recorte de um trabalho de conclusão de curso, o qual a partir do atual contexto escolar inclusivo e da evidência da importância da utilização dos recursos didáticos para o processo de ensino aprendizagem de alunos com deficiência visual, teve como objetivo investigar de que forma a Cartografia Tátil é utilizada por professores de Geografia e de Educação Especial e como influencia na aprendizagem de alunos com deficiência visual matriculados em escola de ensino regular da rede pública da cidade de Santa Maria - RS. A pesquisa é de cunho qualitativo, com modalidade estudo de caso e foi realizada em uma escola regular da rede municipal de ensino da cidade de Santa Maria – RS. Verificou-se que a Cartografia Tátil, mais especificamente, os mapas táteis, é um recurso utilizado pelos professores de Geografia e de Educação Especial com os alunos cegos, bem como, contribui positivamente para o processo de aprendizagem dos conceitos de Geografia. Dessa forma, compreende-se que a utilização dos recursos cartográficos táteis torna-se imprescindível para o ensino de conceitos geográficos para alunos com deficiência visual. Estima-se que a pesquisa possa contribuir para a disseminação da área no campo da Educação Especial, vindo a motivar novas pesquisas.Universidade Federal de Santa Maria2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2447910.5902/1984686X24479Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-16Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-16Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-161984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/24479/pdfCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessMedeiros, Ronise VenturiniPereira, Josefa Lídia Costa2020-01-28T13:29:52Zoai:ojs.pkp.sfu.ca:article/24479Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-01-28T13:29:52Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Tactile Cartography and visual impairment: a look from the perspective of inclusive education
Cartografía táctil y deficiencia visual: una mirada en la perspectiva de la educación escolar inclusive
Cartografia tátil e deficiência visual: um olhar na perspectiva da educação escolar inclusiva
title Tactile Cartography and visual impairment: a look from the perspective of inclusive education
spellingShingle Tactile Cartography and visual impairment: a look from the perspective of inclusive education
Medeiros, Ronise Venturini
Special education
Visual impairment
Tactile cartography.
Educación especial
Deficiencia visual
Cartografía táctil.
Educação Especial. Deficiência Visual. Cartografia Tátil.
title_short Tactile Cartography and visual impairment: a look from the perspective of inclusive education
title_full Tactile Cartography and visual impairment: a look from the perspective of inclusive education
title_fullStr Tactile Cartography and visual impairment: a look from the perspective of inclusive education
title_full_unstemmed Tactile Cartography and visual impairment: a look from the perspective of inclusive education
title_sort Tactile Cartography and visual impairment: a look from the perspective of inclusive education
author Medeiros, Ronise Venturini
author_facet Medeiros, Ronise Venturini
Pereira, Josefa Lídia Costa
author_role author
author2 Pereira, Josefa Lídia Costa
author2_role author
dc.contributor.author.fl_str_mv Medeiros, Ronise Venturini
Pereira, Josefa Lídia Costa
dc.subject.por.fl_str_mv Special education
Visual impairment
Tactile cartography.
Educación especial
Deficiencia visual
Cartografía táctil.
Educação Especial. Deficiência Visual. Cartografia Tátil.
topic Special education
Visual impairment
Tactile cartography.
Educación especial
Deficiencia visual
Cartografía táctil.
Educação Especial. Deficiência Visual. Cartografia Tátil.
description This study is configured by a cutout from a term paper, which from the current inclusive school context and the evidence of the importance of teaching resources use for the teaching-learning process of students with visual impairment, aimed to investigate how the Tactile Cartography is used by Geography and Special Education teachers and how it influences the learning process of students with visual disabilities enrolled in public regular education school in the city of Santa Maria - RS. The research is a qualitative approach with a case study method and it was held in a regular public school in the city of Santa Maria - RS. It was found that the Tactile Cartography, more specifically, tactile maps, it is a resource used by Geography and Special Education teachers to blind students, and it contributes positively towards the learning process of Geography concepts. Thus, it is understood that the use of tactile cartographic resources it is essential to the teaching of geographic concepts to students with visual impairment. It is estimated that this study can contribute to the dissemination of the area in Special Education field, and coming to motivate further researches.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/24479
10.5902/1984686X24479
url http://periodicos.ufsm.br/educacaoespecial/article/view/24479
identifier_str_mv 10.5902/1984686X24479
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/24479/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-16
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-16
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e5/ 1-16
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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