Percepção dos estudantes com deficiência visual sobre o uso dos mapas táteis no ensino de geografia: uma aproximação com a educação inclusiva.

Abstract

This dissertation analyzes the perceptions of students with visual impairments regarding the use of tactile maps in Geography teaching, bringing together the debate on inclusive education and tactile cartography. The research is based on the understanding that Geography teaching still presents significant barriers for blind students and students with low vision, especially in terms of access to cartographic content and the construction of spatial notions. The study adopted a qualitative, descriptive, and interpretive approach and was conducted in five public schools in Manaus, Amazonas, with the participation of eight students with visual impairments, four blind students and four students with low vision, enrolled in lower secondary education. Three tactile maps were used at complementary scales, local, regional/national, and continental, in connection with pedagogical workshops, observations, field diary records, audio recordings, and interviews with teachers. Data analysis was guided by content analysis, considering categories such as tactile perception, the formation of mental images, understanding of scales, interpretive difficulties, and the meanings attributed to the map as a pedagogical resource. The results indicate that tactile maps favored the construction of spatial references, expanded students’ participation in Geography activities, and contributed to making cartographic knowledge more accessible. However, they also revealed the need for qualified teacher mediation, continuing teacher education, technically appropriate materials, and better structural conditions in schools. It is concluded that tactile maps constitute relevant resources for the geographic learning of students with visual impairments, provided that they are integrated into intentional, inclusive pedagogical practices that are sensitive to the students’ experiences.