Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Alves, David de Abreu
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| Orientador(a): |
Souza, Vanilton Camilo de
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| Banca de defesa: |
Souza, Vanilton Camilo de,
Sampaio, Adriany de Ávila Melo,
Santos, Nicali Bleyer Ferreira dos,
Richter, Denis,
Bueno, Miriam Aparecida |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Geografia (IESA)
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| Departamento: |
Instituto de Estudos Socioambientais - IESA (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12158
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Resumo: |
The work presented here is the result of a series of concerns of interest in Education, Geography, and society. We reflect on elements of the universe of Inclusive Education, Languages, Geographic Education and Geographic Thinking, understanding that the lack of better articulation and systematization in the use of Sensory Languages for the teaching of Geography to the visually impaired leads to fragile understandings that do not enhance the meaning to everyday phenomena that occur in urban space. That said, in this text, we aim to understand the possibilities presented by Sensory Languages in the cognitive actions of the visually impaired in the development of Geographical Thinking about the City with the aim of school inclusion and citizenship practices. Methodologically, the research approach is qualitative, and the procedures for data collection were diverse, being these, bibliographic and documentary surveys, observations, interviews (narrative and structured), and conversation circles/thematic workshops that helped in the production of a proposal for didactic mediation of Geography teachers. Our research subjects are students with Visual Impairment supported by the Brazilian Center for Rehabilitation and Support for the Visually Impaired - CEBRAV and enrolled in school institutions in the City of Goiânia/GO, as well as the teachers of some of these students who agreed to participate in the research and who authorized observation of the Geography classes in which they work. At the end of the research and the text presented here, we defend the thesis that the use of sensory language, individually or together with other sensory linguistic biases, in the context of didactic mediation in Geographical Education, in classrooms, with the presence of Visually Impaired people, is capable of enabling, minimally, in the work with the concepts of Landscape and Place, the construction of spatialities and legitimate Geographic Thought related to the phenomena triggered in the cities. In this way, such possibilities make it possible to learn geographically about the urban space, with the aim of citizenship, understood as a cultural process that takes place as everyday socio-spatial practices, in line with universal rights. |
