WORKSHOP OF TACTILE CARTOGRAPHY: A METHODOLOGICAL PROPOSAL TO THE FORMATION OF TEACHERS
ISBN 978-85-88783-11-9
Authors
1Sena, C.
1UNESP Email: cacrisusp@gmail.com
Abstract
The importance of the use of graphical representations to the teaching and research in Geography is unquestionable. Through those representations it is possible to conduct analysis about many types of geographical information, as well as the relations that are possible to occur among them. The greater part of the available graphical representations, however, is printed or digitalized. If we consider people with special educational needs, the group which experiences the greater obstacles, especially concerning the teaching of Geography, is the group of people with visual impairment, because of the importance of visualization of the geographical space and its representations. Information and geographical analysis can be obtained through texts which use verbal, written or oral languages; however it is necessary for that information to be presented also in graphical/cartographical language. Therefore, the development of images and graphical representations adapted to the tactile form become indispensable to a Geography that intends to be inclusive. Graphical representations can be used as a didactic resource inside the classroom or to assist orientations and mobility. That use of the cartographical language enables not only the overcoming of informational barriers, contributing to the integration of the visually impaired person at school, at work and in the daily life, but it also becomes a didactic resource passable of being used in the classroom with all students. To provide the student the possibility of reading and receiving information from different types of maps is a way to promote the elaboration of procedures, which allow them to localize places, to dislocate successfully through unknown cities and neighborhoods, as well as through public places such as shopping malls, parks, museums, hospitals, train and subway stations, etc. It is important that all professionals of education have knowledge about the teaching of students who have special educational needs. This knowledge cannot be in the domain of some ‘specialists’; it should reach the largest number possible of education professionals, ideally all of them. This paper presents a reflection about the importance of the tactile graphical representation to the teaching of Geography, as well as the need to develop materials and methods that help the teaching of Geography to everybody, regardless of the individual differences to the full experience of the concept of school inclusion. Since 2010, the authors participate on courses, lectures and workshops about tactile cartography and the utilization of graphical representation adapted to teachers, especially in the state of São Paulo, but also across the country. Over one thousand teachers have developed adapted maps, graphics and models which were able to be used in schools by the first grades of elementary school until adults. Because of those courses, it was possible to establish an application methodology, with definition of contents and practical activities. The minimum proposed content includes the following topics: History of Tactile Cartography; Inclusion of students with special needs at elementary school; Geography and the visual impaired user; Theoretical Foundations of the Tactile Cartography; Presentation of the many technique of elaboration and reproduction of tactile didactic material; Introduction to Cartography; Activities of introduction to the tactile graphical language and the use of the map (scale, orientation and viewpoint); Visual and tactile variables with examples of application; Basic principles of elaboration of tactile graphical representation; and Application of the tactile didactic material in the classroom. This text presents the most meaningful results of the workshops and the use of the social network Facebook as a supporting tool and as a way of receiving the feedback of teachers who have utilized the tactile maps with their students.
Keywords
Tactile Cartography; maps for disable people; Maps to orientations