Ensino e aprendizagem de geografia para alunos surdos: entre a dimensão visual da Libras e a linguagem cartográfica
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2019-12
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Este artículo pretende presentar la Historia de la Educación para Sordos y la importancia de la disciplina del Lenguaje de Señas Brasileño (Libras) en la formación inicial y continua en los cursos de pregrado en Geografía, valorando los aspectos lingüísticos, visuales y espaciales de este idioma en relación con el La enseñanza de la geografía, con la cartografía como lenguaje mediador, permite, desde el lenguaje visual espacial de Libras, proponer formas para la construcción de contenidos geográficos con estudiantes sordos. Después de las observaciones de las clases de Geografía en las escuelas regulares que han matriculado regularmente a los estudiantes sordos, fue posible identificar que existen desajustes de idioma entre los profesores de audición y los estudiantes sordos, y que trabajar con imágenes y mapas permite un mayor aprendizaje de los contenidos geográficos con los estudiantes sordos.
This article intends to present the History of Deaf Education and the importance of the Brazilian Sign Language (Libras) discipline in the initial and continuous formation in Geography undergraduate courses, valuing the linguistic, visual and spatial aspects of this language in relation to the Geography teaching, with Cartography as a mediator language, thus allowing, from Libras' spatial visual language, to propose ways for the construction of geographic contents with deaf students. After observations of Geography classes in regular schools that have regularly enrolled deaf students, it was possible to identify that there are language mismatches between hearing teachers and deaf students, and that working with images and maps enable greater learning of geographic contents with deaf students.
This article intends to present the History of Deaf Education and the importance of the Brazilian Sign Language (Libras) discipline in the initial and continuous formation in Geography undergraduate courses, valuing the linguistic, visual and spatial aspects of this language in relation to the Geography teaching, with Cartography as a mediator language, thus allowing, from Libras' spatial visual language, to propose ways for the construction of geographic contents with deaf students. After observations of Geography classes in regular schools that have regularly enrolled deaf students, it was possible to identify that there are language mismatches between hearing teachers and deaf students, and that working with images and maps enable greater learning of geographic contents with deaf students.
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Ensino de geografia, Linguagem, Educação inclusiva, Alunos surdos, Libras, Enseñanza de geografía, Lenguaje, Educación inclusive, Estudiantes sordos, Geography teaching, Language, Inclusive education, Deaf students, Pounds
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BUENO, Míriam Aparecida; SANTOS NETO, Pedro Moreira dos. Ensino e aprendizagem de geografia para alunos surdos: entre a dimensão visual da Libras e a linguagem cartográfica. Geografia, Rio Claro, v. 44, n. 2, p. 199-214, 2019. DOI: 10.5016/geografia.v44i2.15113. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/ageteo/article/view/15113. Acesso em: 12 ago. 2024.