O olhar de alunos com deficiência intelectual sobre a cartografia do seu mundo

Abstract

artography is present in people's daily lives and helps in locating, moving and understanding space in its specificities. Cartographic literacy occurs from the domain of codes and symbols of this language. People with intellectual disabilities need different activities so that they can fully understand and master this language. This study aims to analyze the pedagogical practices of teachers in the early grades at a school that serves this audience. The study is relevant because it contributes to the understanding of the reality of pedagogical practice in the teaching of Geography, from the perspective of inclusion using differentiated resources, and it also elaborates pedagogical activities of cartography that assist teachers in classes. The research has a qualitative approach and its action research method is the procedure, with bibliographic and documentary surveys, interviews, workshops with teachers and practical activities with students. The results show that teachers have difficulties in elaborating specific cartography activities because there are no maps about the municipality easily available. For teachers, games helped students to learn, arousing interest in content, attention and participation in classes. Cartography teaching needs to stimulate the senses and make students with intellectual disabilities realize the dimensions and representations of the space in which they live. Keywords: Cartography; Games; Special education.