Tateando a educação inclusiva: cartografia tátil no processo de formação de professores de geografia

• Ano de defesa: 2022
• Autor(a) principal: Morais, Enoque Gomes de
• Orientador(a): Bueno, Míriam Aparecida
• Banca de defesa: Bueno, Míriam Aparecida, Richter, Denis, Nascimento, Rosemy da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RMG)
• País: Brasil
• Palavras-chave em Português: Inclusão; Cartografia escolar; Acessibilidade; Formação docente; Teacher training
• Palavras-chave em Inglês: Inclusion; School cartography; Tactile cartography
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS::GEOLOGIA::CARTOGRAFIA GEOLOGICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12563

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.