A cartografia tátil e sociointeracionista: a linguagem cartográfica inclusiva como mediação de desenvolvimento de mapas táteis

Abstract

The indispensability of educational products related to inclusive education, at a national level, is still a lacking factor. Instrumental resources such as tactile maps come to represent the materialization of tangible objects as moderator channels of displacement in public buildings and used as didactic instruments in the school environment as educational methods related to the representation of geographic aspects of Brazil and the world. In this context, this study presents the production of inclusive cartographic products aimed at people who are blind or have low vision, so that they can be read and used through touch. The base that casts the proposal is directed to the social-interactionist scenario as a means of representing a second cartographic agent in the interaction as a means of sticking to the aid of social and cognitive development from the cartographic relationship represented from the geography of Brazil and the world, thus crossing both areas to a social-interactionist cartography that casts the playful with the development and interaction. The methodology adopted concerns cartography as a need to be inclusive, contemplating multisensorial and multicultural approaches and perspectives, enabling the maps to materialize as accessible instruments for all people, respecting equal rights and valuing social, ethnic or cultural differences, including individuals with physical, cognitive and/or sensorial disabilities. To produce the products, the use of low-cost materials was sought so that they can be replicated by education professionals and family members, making use of E.V.A, Styrofoam, wool, beads, among other materials, as means that contemplate the tactile and artistic cartography. Thus, the results obtained permeate the production of six tactile cartographic products, which are encompassed within the resources of assistive technologies with the purpose of collaborating in the promotion of education and aggregating with the intellectual aptitude of the target audience. These results permeate the preparation of educational products in scales that determine the fundamental need for this didactic material as a psycho-pedagogical fostering as an educational practice of inclusion representing six themes of importance for the development and social interaction.