Aprendizagem do relevo terrestre por parte de educandos com deficiência visual
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/13554 |
Resumo: | In a current Brazilian context, the inclusive education is an important resource in order to obtain a truly and fairly democratic society, for that reason extends to all citizens independent of their specificities and the access to knowledge resulting in the development of autonomy in these people facing the world. Logically, the discernment managed has to be considered and planned so as to satisfy the needs of what each educator presents. In this respect, thinking about the Geography thinking-learning process, this research intends to understand the perception and cognition process of aspects concerning land relief of two visually impaired persons, one is congenital and the other is acquired. Thus, this article aims at identifying the differences and similiarities presented by the two persons during the process in which the landscape was introduced in two models, and also through interviews before and after the contact with the educational resources. The experience of the educator researcher was also indicated regarding the obstacles faced during practice. Then, this article discusses terms such as perception, memory, learning, landscape, relief, and others in order to reflect the cognitive process in visually impaired people regarding spatial representation. It was verified that the spatial representation, as well as geographic concepts linked to it, is perceived more effectively by visual impaired students when the educator uses educational resources such as models to represent them. Therefore, it can be concluded that it is very important to work with concepts in a determined way so that students can recognize them, especially the congenitally blind student because the resource allows that a tangible memory about things the student was not visually aware can be established. As regards the student with acquired blindness, the visual memory is used often creating associations respecting things being studied. As a result, it can be noticed that every visually impaired person can apprehend concepts concerning spatial representation. |
id |
UFSM_c9e633defbeacc631bca1b0cf14ed647 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/13554 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visualRelief land process in visually impaired studentsDeficiência visualGeografiaAprendizagemRelevoVisual impairmentGeographyLearningReliefCNPQ::CIENCIAS HUMANAS::GEOGRAFIAIn a current Brazilian context, the inclusive education is an important resource in order to obtain a truly and fairly democratic society, for that reason extends to all citizens independent of their specificities and the access to knowledge resulting in the development of autonomy in these people facing the world. Logically, the discernment managed has to be considered and planned so as to satisfy the needs of what each educator presents. In this respect, thinking about the Geography thinking-learning process, this research intends to understand the perception and cognition process of aspects concerning land relief of two visually impaired persons, one is congenital and the other is acquired. Thus, this article aims at identifying the differences and similiarities presented by the two persons during the process in which the landscape was introduced in two models, and also through interviews before and after the contact with the educational resources. The experience of the educator researcher was also indicated regarding the obstacles faced during practice. Then, this article discusses terms such as perception, memory, learning, landscape, relief, and others in order to reflect the cognitive process in visually impaired people regarding spatial representation. It was verified that the spatial representation, as well as geographic concepts linked to it, is perceived more effectively by visual impaired students when the educator uses educational resources such as models to represent them. Therefore, it can be concluded that it is very important to work with concepts in a determined way so that students can recognize them, especially the congenitally blind student because the resource allows that a tangible memory about things the student was not visually aware can be established. As regards the student with acquired blindness, the visual memory is used often creating associations respecting things being studied. As a result, it can be noticed that every visually impaired person can apprehend concepts concerning spatial representation.No contexto atual brasileiro a educação inclusiva é um importante recurso para se atingir uma sociedade verdadeiramente democrática e mais justa, porquanto estende a todos os cidadãos, independente de suas especificidades, o acesso ao conhecimento, resultando no desenvolvimento da autonomia dos sujeitos frente ao mundo. Logicamente o conhecimento a ser trabalhado, precisa ser pensado e planejado para atender às necessidades que cada educando apresenta. Neste sentido, pensando o processo de ensino-aprendizagem de Geografia, esta pesquisa buscou entender o processo de percepção e cognição de aspectos do relevo terrestre por parte de dois indivíduos com deficiência visual, um de origem congênita e outro com deficiência visual adquirida. Buscou-se identificar as diferenças e semelhanças apresentadas pelos dois indivíduos durante o processo da paisagem representada em duas maquetes, e também por meio de entrevistas antes e após o contato com os referidos recursos didáticos. Registrou-se também a experiência do pesquisador educador quanto às dificuldades encontradas durante a prática realizada. Neste trabalho são discutidos termos como percepção, memória, aprendizagem, paisagem, relevo, entre outros, buscando-se pensar o processo cognitivo de indivíduos com deficiência visual sobre a representação espacial. Verificou-se que a representação espacial, bem como conceitos geográficos associados a ela, são compreendidos mais eficientemente por educandos com deficiência visual quando o educador usa recursos didáticos, como as maquetes, para representá-los. Conclui-se, portanto, que trabalhar os conceitos de uma maneira concreta de modo que os educandos possam percebê-los é muito importante, principalmente para o educando com cegueira congênita, pois o recurso possibilita que este construa uma memória tátil sobre aquilo que ele não conheceu visualmente. Já o educando com cegueira adquirida faz uso com frequência de sua memória visual, estabelecendo associações com aquilo que está sendo estudado. Sendo assim, percebe-se que, todo o indivíduo com deficiência visual pode apreender conceitos relacionados à representação espacial.Universidade Federal de Santa MariaBrasilGeografiaUFSMPrograma de Pós-Graduação em GeografiaCentro de Ciências Naturais e ExatasSouza, Bernardo Sayão Penna ehttp://lattes.cnpq.br/4162826845630069Castro, Sabrina Fernandes dehttp://lattes.cnpq.br/5892665490499253Huber, Renatahttp://lattes.cnpq.br/1571142800784237Pereira, Tassia Farencena2018-06-26T18:23:36Z2018-06-26T18:23:36Z2017-03-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/13554porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-08-23T14:57:35Zoai:repositorio.ufsm.br:1/13554Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-23T14:57:35Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual Relief land process in visually impaired students |
title |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
spellingShingle |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual Pereira, Tassia Farencena Deficiência visual Geografia Aprendizagem Relevo Visual impairment Geography Learning Relief CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
title_full |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
title_fullStr |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
title_full_unstemmed |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
title_sort |
Aprendizagem do relevo terrestre por parte de educandos com deficiência visual |
author |
Pereira, Tassia Farencena |
author_facet |
Pereira, Tassia Farencena |
author_role |
author |
dc.contributor.none.fl_str_mv |
Souza, Bernardo Sayão Penna e http://lattes.cnpq.br/4162826845630069 Castro, Sabrina Fernandes de http://lattes.cnpq.br/5892665490499253 Huber, Renata http://lattes.cnpq.br/1571142800784237 |
dc.contributor.author.fl_str_mv |
Pereira, Tassia Farencena |
dc.subject.por.fl_str_mv |
Deficiência visual Geografia Aprendizagem Relevo Visual impairment Geography Learning Relief CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
topic |
Deficiência visual Geografia Aprendizagem Relevo Visual impairment Geography Learning Relief CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
description |
In a current Brazilian context, the inclusive education is an important resource in order to obtain a truly and fairly democratic society, for that reason extends to all citizens independent of their specificities and the access to knowledge resulting in the development of autonomy in these people facing the world. Logically, the discernment managed has to be considered and planned so as to satisfy the needs of what each educator presents. In this respect, thinking about the Geography thinking-learning process, this research intends to understand the perception and cognition process of aspects concerning land relief of two visually impaired persons, one is congenital and the other is acquired. Thus, this article aims at identifying the differences and similiarities presented by the two persons during the process in which the landscape was introduced in two models, and also through interviews before and after the contact with the educational resources. The experience of the educator researcher was also indicated regarding the obstacles faced during practice. Then, this article discusses terms such as perception, memory, learning, landscape, relief, and others in order to reflect the cognitive process in visually impaired people regarding spatial representation. It was verified that the spatial representation, as well as geographic concepts linked to it, is perceived more effectively by visual impaired students when the educator uses educational resources such as models to represent them. Therefore, it can be concluded that it is very important to work with concepts in a determined way so that students can recognize them, especially the congenitally blind student because the resource allows that a tangible memory about things the student was not visually aware can be established. As regards the student with acquired blindness, the visual memory is used often creating associations respecting things being studied. As a result, it can be noticed that every visually impaired person can apprehend concepts concerning spatial representation. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-03-03 2018-06-26T18:23:36Z 2018-06-26T18:23:36Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13554 |
url |
http://repositorio.ufsm.br/handle/1/13554 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Geografia UFSM Programa de Pós-Graduação em Geografia Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Geografia UFSM Programa de Pós-Graduação em Geografia Centro de Ciências Naturais e Exatas |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da 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 |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922112784826368 |