Tecnologia assistiva e inclusão: a construção da consciência espacial-cidadã de deficientes visuais

Abstract

The dissertation text, the result of theoretical reflection and field research, addresses the process of spatial-citizen awareness of students with Visual Impairment, through the so-called Assistive Technology. The research is configured as a qualitative one, with material analysis as a result of bibliographic review and the application of two techniques: the use of questionnaires and focus groups. The methodologies used are directed to two sets of subjects who accepted to participate in the research, and who are at the State School of Elementary and Middle School Senator Argemiro de Figueiredo, located in the city of Campina Grande, Agreste of the State of Paraíba. The first group is formed by professionals related to education (manager, Geography teachers and coordinators of the AEE Multifunctional Resource Room), and the second group is composed of students with Visual Disabilities enrolled in the institution's collective classes, aged between 13 and 18 years. The relevance of such a study is the need to contribute to scientific research related to the inclusion of the visually impaired, and which are related to Geography. Theoretical basis is based on official documents from different governmental, national and international spheres, as well as works on Space Consciousness, Geography Education, Special Education, School Inclusion, Education for the Visually Impaired, and Assistive Technology. In this context, the works of Almeida (2008), Loch (2008), Guijarro (2005), Mantoan (2008), Bersch (2005, 2006, 2008, 2013), Galvão Filho , Santos (1997, 2003, 2006, 2012), Nogueira (2009, 2013), Carneiro (2009, 2013), Calvalcanti (2002, 2006), among others. The text is structured based on considerations about the historical path experienced by people with disabilities; Presents considerations on an inclusive Geography mediated for the Visually impaired; Seeks to contemplate a history about Assistive Technology, highlighting the types that can be directed to teaching the Visually impaired. On the data that we were offered for reflection, the situation of the researched school in relation to Special Education is evidenced, and how Assistive Technology assists in the process of formation of a spatial-citizen conscience of the visually impaired students, based on the geographic knowledge. The result of this research points to issues of not fully implementing the document guidelines that guide Special Education in an inclusive perspective and to the importance of the educator in the mediation of knowledge for the Visually Impaired, revealing that Assistive Technology does not replace the figure of the Professor of Geography, or the specialized teacher, in the formation of a spatial awareness.