Para ver os mapas com palavras: audiodescrição como recurso pedagógico no ensino de geografia para a inclusão de pessoas com deficiência visual

Abstract

This dissertation was developed based on the need to rethink Geography teaching-learning methodologies for sighted students and, above all, visually impaired students, aiming at enhancing their pedagogical communication with their teachers, but also with their colleagues. With the methodological assumptions of the experimental and technological research this study was developed in two great moments. In the first phase of this research an analog prototype was created. Then we added a representational map of a researcher's studying desk that served as a model for working on the basic elements of cartography. We then proceeded with the perspective of explaining how to use the map of Mato Grosso do Sul State with accessibility in textual audio description. In order to do that, we elaborated nine quadrants with detailed verbatim as a model for the Geography teachers use in their classrooms. When this phase was completed, we started the second phase of the research, which was to transform this analog prototype into digital information and communication technology that assists in the accessibility of sighted or visually impaired learners through the use of recorded audio description. In this content it was attached an instructional manual of 32 digital cards with characteristics of the map of Mato Grosso do Sul State highlighting its five main cities, in which we described step by step how the teacher could work this interaction with the cards in the classroom by objectively using the accessible tools of the "Word" program, by means of computers or other technological devices (notebooks, tablets, cell phones or smartphones).This tool provides to Geography teachers the possibility of a pedagogical intervention in the sense of contemplating the dialogue and teaching-learning with all students, especially those with visual impairment. We can consider that the creation of this didactic-pedagogical resource for the teaching of Geography helps the accessibility and the improvement of practices that meet the needs of these students. Thus, this research constitutes as a possibility to construct methodological alternatives to work with researchers, teachers, educators and learners with or without disabilities, either in the classroom or through workshops, qualifying the teachinglearning process in Geography. We highlight three methodological steps that were fundamental for the conclusion of this dissertation, which are the creation, the development and its product. The reason is that this research is characterized as technological / experimental in the educational field, whose objective was the use of technology as a means to enable pedagogical communication with the visually impaired students in the Geography classes.