Recurso Didático Interativo Para Alunos Cegos E Com Baixa Visão: Um Estudo Epistemológico Do Processo Ensino Aprendizagem Em Geografia

Abstract

The teaching-learning process of geographical science content, in basic education, requires a debate regarding how it has been promoted to blind and visually impaired students. The general objective of this work is to analyze, epistemologically, how the interactive teaching didactic resource would contribute to the teaching-learning process of geographic content for blind and visually impaired students. This study entails a perception of the reality that these students are subjected to since they end up being excluded again, due to the methodology adopted in the classroom. Thus, to achieve the proposed objectives, the methodology adopted was qualitative research in which a bibliographic and documentary survey was carried out, with the aim of interpreting and understanding what has been debated in relation to the provision of teaching resources that value knowledge and learning of blind and visually impaired students, breaking the paradigm that they cannot visualize geographical phenomena. Therefore, it is known that this study puts into question a discrepancy between what is recommended in teacher training, in undergraduate courses, and the reality experienced by teachers and students, mainly those who are blind and have low vision. In this way, what can be done, in a concrete way, to encourage the creation of teaching resources that encourage the learning of geographic content.