O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico

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Universidade Federal de Goiás
Deaf education from an inclusive perspective has been increasingly discussed throughout the 21st century, however, when it comes to teaching Geography and its relationship with cartographic language and the use of Libras in the teaching and learning process publications are still scarce. Aware of this, this research aims to understand how the work with School and Inclusive Cartography enhances the teaching of Geography for deaf students in Elementary School II in the city of Imperatriz, in the state of Maranhão. Therefore, it was necessary to discuss the initial and continuing education process of Geography teachers to work with deaf students, as well as to present the theoretical-methodological paths for its use in the classes of this discipline. Specifically, we sought to systematize a course of didactic sequence based on the work with School and Inclusive Cartography for deaf students. Therefore, the means of investigation included the bibliographic research, supported by different authors, who discuss Inclusive Education, Deaf Education, Geography Teaching, School and Inclusive Cartography and the training of Geography teachers. Also, field research was carried out in 02 (two) schools of the Municipal Education Network in the city mentioned, and this moment was divided into two stages: the first stage refers to the application of questionnaires to Libras teachers and interpreters, as well as an interview with the coordination of the Inclusion and Attention to Diversity Sector (SIADI), responsible for implementing the inclusion policy. In the second stage of the field, the proposal for a didactic sequence was developed, which, as a result of the arrival of the Covid-19 pandemic, needed to be reformulated, using video strategies to apply the methodological path. Therefore, this study presents itself as a possibility to carry out a school work that considers and respects the differences of deaf students. This aspect can be evidenced in the results, which point to the importance of knowing how these individuals communicate and the resources and methodologies that the teacher can use in the classroom. For this, it is necessary that the teacher knows, even minimally, the language of the deaf and that Libras is present in both initial and continuing education. Another relevant aspect is that Libras teachers and interpreters need to develop collaborative work, as the absence of joint planning makes their work difficult, as these subjects have a training that does not provide them with the necessary bases to work with the contents of Geography. Furthermore, the work with maps for deaf students makes it possible to understand the spatialization of geographic phenomena, respecting the cultural and linguistic aspects of these subjects, as well as enhancing the teaching of Geography to these students. Aware of this, we highlight the importance not only of a school for everyone, but of teaching proposals in which everyone can learn.
OLIVEIRA, J. S. O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico. 2021. 145 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021.