Cartografia tátil : uma proposta para a inclusão de deficientes visuais no ensino superior

Abstract

This dissertation was developed with the purpose of discussing the inclusive processes of people with disabilities, as well as the benefits that adapted teaching materials have for the enhancement of educational development. The research has as reference the visual deficiency and the heterogeneity that make up this group, thus dealing with the contributions of the use of tactile maps, for the construction of a knowledge regarding the spatiality and the location of these people in the educational institution attend. Thus, it is based on the formative stage of Higher Education, as numbers provided by INEP (2011-2017) show a considerable growth in the entry of DV's students in undergraduate courses. Thus, the main objective that guided this research was to analyze how a proposal of Tactile Cartography can contribute to the formation of the visually impaired in Higher Education. In this context, the construction of: a) tactile maps of location and mobility; b) materials adapted for tactile cartographic literacy; c) standardization of tactile cartographic signs; d) proposal of educational maps that meet the demands of the research subjects regarding their specific needs, as well as maps that deal with environmental themes. In addition, interviews were conducted with the DV's to identify their real needs and perceptions about inclusion in the higher education institution, and to verify the possible informational efficiency of handmade maps. It is concluded that with the approval of the study participants, in relation to cartographic documents produced by hand to meet the need for spatialization and locomotion of the group, the creation of materials that can contribute to the real development of people with disabilities emerges as essential for thinking and inclusion.