O ensino de Geografia e o uso de recursos táteis para estudantes com deficiência visual em escolas de Campina Grande.

Abstract

Most of Brazilian schools still do not respect inclusive education, as well as spatial studies do not happen properly for those with visual impairments (VI). By extension projects in the field of Geography education for visual impaired students of Campina Grande/PB, it was noticed that the construction of geographic knowledge do not happen satisfactorily, inclusive with a lack of adapted materials for the field – the reason that led us to understand the causes of this educational reality. Thus, the present work goals to assess how Geography teaching works for visual impaired students using the tactile material of the schools of Campina Grande, PB. Applying qualitative research, made from bibliographic research and semi structured interview. In this context, it were interviewed, eight education, between them: three Geography teachers, three Specialized Educational Services (SES) and the two schools’ managers. We found that one of the main problems is that teachers lack proper formation/qualification to deal with this segment, and their pedagogical time is not sufficient as well as the classes being too crowded do not make feasible the improvements even the schools having some geographic tactile materials. Besides it, the professionals of SES are not prepared to contribute with the appropriation of space by visual impaired students meanwhile are too much overloaded as caregivers. In such way, in order to improve the construction of geographic knowledge for this segment, policies that guarantee more SES professionals, proper qualifications and better working conditions for teachers are heavily necessary, as same as more investment and better infrastructure in the schools.