RECURSOS DIDÁTICOS TÁTEIS: intervenções educacionais para mediar o ensino da Geografia para estudantes cegos.

• Ano de defesa: 2019
• Autor(a) principal: SILVA, Rodrigo Aires
• Orientador(a): ZAQUEU , Lívia da Conceição Costa
• Banca de defesa: ZAQUEU, Lívia da Conceição Costa , BOTTENTUIT JUNIOR, João Batista , VENTORINI, Silvia Elena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO FÍSICA/CCBS
• País: Brasil
• Palavras-chave em Português: Geografia; Estudante cego; Recursos Didáticos Táteis; Intervenção; Ensino
• Palavras-chave em Inglês: Geography; Blind student; Tactile Teaching Resources; Intervention; Teaching
• Área do conhecimento CNPq: Educação Especial.
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/tede/2869

The present research had as objective to construct and apply tactical didactic resources in interventions in the classes of Geography for blind students who attend the 6th year of Elementary Education and after the use of the resources, to elaborate a notebook with methodological orientations that could help the teacher of this curricular component in his teaching activity aimed at the implementation of an inclusive practice. For this, the research was of the pedagogical intervention type and had as subjects 4 blind students and the teacher who taught Geography at the School of Cegos do Maranhão - ESCEMA. The teacher and the blind students answered two questionnaires and two semi-structured interviews, respectively. These two types of instruments were used before and after the use of tactile didactic resources. The data obtained through these instruments were transcribed and presented in response tables. The tactile didactic resources were made with low cost materials and addressed the content "Orientation and Location in the geographic space". Three types of didactic resources were built that encompassed this theme, namely: tactile wind rose; and a tactile map of the Brazilian territory in South America. After each pedagogical intervention, both the blind students and the teacher left their considerations about the activity performed. The results showed that the pedagogical intervention with the use of tactile didactic resources was satisfactory both for the learning of blind students and for the teaching of Geography in the context of inclusive education. It became clear that the use of tactile didactic resources contributed to the expansion of teaching strategies and consequently of the geographical knowledge of blind students.