Geografia escolar: o uso do material didático tátil para educação e orientação de pessoas com deficiência visual

Abstract

Geography contributes to the understanding of spaces, being essential for the individual's citizenship formation. Recognizing this importance, it is necessary to consider the aspects that permeate the educational sphere, approach that originates the investigation of this article, which seeks to understand how inclusive practices from the perspective of School Geography, using didactic-pedagogical resources, can facilitate the process of teaching and learning of students with visual impairment or low vision, emphasizing the production and manipulation of tactile teaching materials. To achieve this, a bibliographical survey of authors who discuss school geography, inclusion and teaching practices. Furthermore, research was used documentation to documents that are part of Brazilian educational legislation, such as the Common National Base Curriculum (BNCC). The present investigation is part of the results of the productions developed in curricular component of Geography Teaching in the pedagogy course of a Higher Education institution of Rio Grande do Norte, when undergraduates produced tactile materials based on themes related to population studies. Based on readings, document analysis and production of material We consider the tactile teaching resource as a creative and didactic tool, which enables the process of student learning.