O que os olhos não veem a linguagem esclarece: contribuição da mediação semiótica à elaboração do raciocínio geográfico pelo aluno com cegueira congênita
Nenhuma Miniatura disponível
Data
2019-03-21
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The geographic space is a social construction and its (re)production movement involves different
dimensions (economic, political, cultural, environmental, etc.). Although the subjects participate in
this process, understanding it is not an automatic and simple activity, demanding the mobilization
of reasoning and thoughts truly geographic. When pondering the cognitive activities elaborated
in/by Geography, it is necessary to investigate which sign systems enable such elaborations, that is,
which semiotic mediations involved in the development of thoughts and geographic reasonings.
Highlighting these latter, besides the mediator languages, they also include in their compositions
the theoretical-methodological construct of Geography, knowledge of correlated sciences,
everyday knowledge and the spatial thinking. It is known that the visual informations are very
relevant for the analysis and geographical understandings, being the vision the most used
perceptual system. Therefore, it is necessary to investigate the elaboration of geographic reasoning
by students with congenital blindness, as well as ways of mediating, in a didactic way, such
elaborations. This proposition is justified because although blindness restricts, considerably,
perception, understanding and spatial appropriation, what Vygotsky (1997) calls spatial impotence,
does not preclude the cognitive development of subjects who have their higher psychological
functions preserved. In this context, the general objective of this thesis is to analyze the process of
elaboration of geographical reasoning by the student with congenital blindness, starting from the
articulation between dimensions of the concept of place, mediated semiotically, and spatial
thinking, all of which are within the scope of didactic mediation. The place as one of the key
concepts of Geography conjugate the materials, affectives and multiple scales dimensions, from
which we argue that this concept contributes significantly to the sociopsychological compensation
of spatial impotence. For that, a qualitative research was developed, in the participant research
modality, which predicted the articulation between the bibliographical and field research, being the
latter composed by: observation, field diary, semi-structured interview and didactic sequence
accomplishment. The Brazilian Center for Rehabilitation and Support for the Visually Impaired(CEBRAV) was established as the research field, in which all stages of the investigation were
developed with three students with congenital blindness. It was possible to verify that the semiotic
mediation of the dimensions of the concept of place, based on the content of use and occupation of
the urban ground, together with the elements of spatial thinking enabled the development of
different geographic reasoning by the subjects involved. It can be affirmed, therefore, that
Geography offers a great contribution to the sociopsychological compensation of space impotence.
Descrição
Palavras-chave
Citação
SILVA, F. G. D. O que os olhos não veem a linguagem esclarece: contribuição da mediação semiótica à elaboração do raciocínio geográfico pelo aluno com cegueira congênita. 2019. 335 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2019.