Tateando a educação inclusiva: cartografia tátil no processo de formação de professores de geografia
Nenhuma Miniatura disponível
Data
2022-11-29
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Since School Inclusion is mandatory at all levels and teaching modalities, and with
the teacher as the North in the effectiveness of this process, with his role as a
mediator in the teaching and learning process and in the face of possible demands of
work with blind students in Basic Education , since, in this context, Geography
classes, when inclusive, require inclusive resources that allow accessibility and their
uses also require adequate methodologies, and it is also important to discuss the
ways in which these resources are mobilized in the classroom. since in the school
context, when it comes to the inclusion of people who are blind or have low vision,
the use of adequate resources and methodologies are essential. Since the literature
review on school inclusion of blind students (VASCONCELOS, 1993; CARMO 2009,
2011; VENTORINI e FREITAS, 2003, 2011; FREITAS, 2011, 2017) points out that
the absence of adequate professional training for teachers can make it difficult or
even impossible to contemplate effective School Inclusion through Tactile
Cartography as a didactic resource, whether in its adequacy or in its effective use.
Thus, this research aimed to understand how the training of Geography teachers has
occurred, focused on the inclusion of blind students through Tactile Cartography,
especially after 2015 with the enactment of the Brazilian Inclusion Law. For this, in 14
Licentiate courses in Geography of public Higher Education Institutions distributed in
the states of Goiás and Pará, analyzes were carried out both in the PPCs seeking
the presence, or not, of Tactile Cartography as content of disciplines or as
complementary activities, as well as analyzes in the projections of these courses,
through their leaders on Inclusion and use of Tactile Cartography in initial training
and even with teachers responsible for disciplines that address Tactile Cartography,
on the perception of training working with blind students, where we could see that in
most Of the analyzed courses, both the preparation for working with blind students
and approaches with Tactile Cartography are not present, going against what the LBI
advocates, but that in the projections of most of these courses this adequacy will
come in the coming years.
Descrição
Palavras-chave
Citação
MORAIS, E. G. Tateando a educação inclusiva: cartografia tátil no processo de formação de professores de geografia. 2022. 97 f. Dissertação ( Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022.