Maquete tátil com legenda braille: educação inclusiva no ensino de geografia.

Abstract

The educational institutions are covering a student class with the inclusion of People with Visual Disabilities (PDVs), which comprises numerous educational difficulties, from dependence to social segregation. In this perspective, Geography educators are challenged to adapt teaching methodologies with the purpose of including and harmonizing, and overcoming these shortcomings. In this work, the objective is the development and characterization of a tactile model with Braille legend introduced as didactic resource in the Geography Teaching of CEEIGEF, as well as to research structural profile of CEEIGEF; Search characteristics of the teaching staff and students of CEEIGEF; Teaching didactic class on proposed theme; Provide workshop for construction of the model and Braille legend; Build an accessible and low cost educational resource; Evaluate student learning development during research; Construct Inclusive Education concept in CEEIGEF students; Stimulate the dynamics of classes, interest and creativity of students. The research was carried out at the Geny Ferreira Integrated Special Education Center (CEEIGEF), in the municipality of Sousa, Paraíba. The information obtained from the elaboration and application of questionnaires. Based on the collection and analysis of data, the Braille tactile model was built with the students, understood as a conducive resource for learning, through expositive and dialogic classes, relating the content Relief Forms of the Earth, with established practice in the construction process Of the model: trimming, assembling, gluing, texturing and painting. The data show that the school has four students with visual impairment. From these, the class of the 9th grade B of Elementary School II, made up of 16 students, was chosen. When comparing the data analyzed in the questionnaires, it was noticed a development in the learning of 2% of the students without impairment in vision, whereas for the visually impaired students, who did not perceive the representation and distribution of the relief forms on Earth, reached A 10% advance in learning. Therefore, the mock-up as a didactic resource is conducive and effective for the teaching of geography from the perspective of inclusive education, since it showed that all students, from the stimulus of the remaining senses, like touch, could understand the subject taught, Relating theory and practice, abstracting, generalizing, being able to construct their own concepts.