Educação geográfica na perspectiva da inclusão: o ensino do conceito de paisagem para alunos com deficiência visual a partir do uso de maquetes

Abstract

This course conclusion work presents a research carried out with students with visual impairments at the Centro de Apoio Pedagógico ao Deficiente Visual - CAP, located in the city of Marabá, which is in the Southeast of the state of Pará, in the North region of Brazil. The objective of the research is to evaluate the learning of blind students in CAP in relation to the concepts Natural and cultural landscape from tactile models. The data collection of this research was developed through the making of three- dimensional tactile models, in which Natural and Cultural Landscapes are worked and the clipping of the urban area of the city of Marabá, for students with visual impairment, and thus, observe the learning process. of students with low vision and blindness. The analyzes start from the interpretation of the use of signs worked by Pierce (2015), which serve to represent the reality experienced by the students, through the combined sensory capacity - vision and touch - so that they can apprehend the elements of the models and build their knowledge about the relationship between Landscape and everyday life. From the making of the models and through the observation of the use of the generated materials, it allowed us to analyze results that led us to affirm that the use of the tactile and three-dimensional model is effective in teaching the Landscape concept to students with visual impairments. The research made its reproduction and use viable in Geography classes, with regard not only to the teaching and learning of these subjects, but also to their integration and inclusion in the schooling process. We emphasize the importance of working the Landscape concept with students with visual impairments to mediate their understanding of the world where they live, highlighting the main elements that make up the Landscape and how its organization behaves according to the changes in the Geographic Space, assisting in cognitive development and spatial thinking and geographic reasoning. We conclude that teaching the Landscape concept to students with visual impairments (low vision and blind), using a tactile model, both two-dimensional and three-dimensional, created the possibility for these students to differentiate between natural and cultural landscapes.