Cartografia tátil: conhecimentos docentes mobilizados na formação de alunos cegos e com baixa visão, rede municipal de Goiânia/GO

Abstract

This work has as its object the teaching practices in map teaching, aimed at students with visual impairment, enrolled in the second phase of Elementary School. Our objective was to analyze the knowledge of Geography teachers in the teaching of reading and map production for these students in the Municipal Education Network of Goiânia/ GO (RME). Our investigation procedures were: documentary research with the norms that guide the teaching proposal in the RME; Data survey at the Municipal Department of Education (SME); Semi-structured interviews with the coordinators of the Management of Inclusion, Diversity and Citizenship (SME) and the Brazilian Center for Rehabilitation and Support for the Visually Impaired (CEBRAV) and with Geography teachers of students with visual impairment enrolled in cycles I and II. We conducted the participant research on the practice and strategies used by the geography teacher of a school, based on the observations in the classroom and analyzes of the following sources: didactic book, students' geography books of normal and blind student and also the dossier of the latter. We used as methodological strategiesthe work with models of lived spaces, as well as activities to ascertain the tactile ability of the student and to adapt materials used. Through interviews with teachers, we identified the challenges in operating, in the learning activities of these students, the adapted teaching resources such as tactile maps. The results indicate that the teachers of Geography act from the accumulated knowledge in the professional practice, but with recent experience in relation to the visual deficiency. In addition, we verified that teachers of regular education and specialized educational services do not jointly plan pedagogical activities and that schools lack adequate structure and pedagogical resources, with a high number of students per classroom, which interferes with the quality of education for Students with visual impairment. The map teaching thus has occurred through precarious adaptations, through oral exposition for blind students and without adequation of nomenclatures and colors for students with low vision. Among the aspects affecting visually impaired students, as well as the normovisuais, is the cartographic formation proposed by all teachers, which is based on the reading of maps and whose objective is the location of the geographic facts, besides the political map that is the most studied and also the activities, which are predominantly individual.