The boy and the world: Geography teaching and inclusive education for visually impaired students

Abstract

This article is configured as an experience report and started from our concerns with the frequent needs and challenges that people with visual impairment presents in the teaching, learning process and in their training path in Brazilian public schools, those minimized through the use of of didactic materials that make it possible to add the individual sensory paths to the other senses. The objective is to explain the production and application of tactile materials for visually impaired students and, consequently, the pedagogical practices (done in the classroom) arising from this process. Thus, we seek to expose how we developed and proposed more inclusive perspectives as alternatives for teaching Geography in the 9th year of Elementary School, final years, at the Escola Estadual Capitão José da Penha (EECJP), in João Câmara, Rio Grande do Norte. Along with the report, bibliographical and, to a lesser extent, documentary research was used. To base the path analyzed, some objects of knowledge were listed, such as: globalization, monsoon system, European continent and some interdisciplinary themes. From the practices and activities planned, reasoned and implemented, therefore, it is possible to show that the participation of the classes and the student with visual impairment, within the possibilities, structure and materials provided, was satisfactory. This is because, throughout the process, moments of awareness and significant experiences were provided (with the student moving through the classroom), so that everyone had a better reception of the ideas arising from inclusive education, the coexistence of the class with the student and, mainly, in how this inclusion would be applied to the curricular component of the Geography discipline.