Desenvolvimento de mapas táteis para o ensino de geografia: proposta cartográfica para o município de Bagé-RS

Abstract

This dissertation explores the contributions of Tactile Cartography in Geography education, proposing the development of tactile maps for the Municipality of Bagé, Rio Grande do Sul, Brazil. The study emphasizes the importance of working with 6th and 8th-grade students, aged 11-13 and 13-15 respectively, to foster a worldview that helps them understand physical space as a result of historical changes over time. Tactile maps emerge as a crucial tool for the inclusion of visually impaired students, enabling them to fully participate in educational activities. The dissertation covers various relevant aspects, from theoretical foundations to challenges and strategies in teaching Geography to students with and without visual impairments. The adopted methodology involved the production of tactile maps of the Hydrography, Geomorphology, and places of Bagé, considering the careful selection of base maps, the generalization of cartographic elements, and the standardization of map elements. Notably, technologies such as 3D printing and laser cutting and engraving were used in the production of these maps, as well as low-tech resources. The research results demonstrated significant spatial learning and understanding among visually impaired students. The dialectical methodology of knowledge construction in the classroom proved effective in promoting autonomous and transformative learning. The proposed objectives were achieved, contributing to the advancement of knowledge in the field of educational accessibility and the inclusion of people with and without visual impairments in the school context. However, there is room for future improvements, especially regarding the legibility and accessibility of tactile materials, always aiming to provide a more inclusive and satisfactory educational experience for all students.