CONTRIBUIÇÕES DOS RECURSOS IMAGÉTICOS NO ENSINO DE CARTOGRAFIA PARA ESTUDANTES SURDOS NUMA PERSPECTIVA INCLUSIVA

Abstract

This dissertation, affiliated with the Stricto Sensu Graduate Program in Education of Centro Universitário Mais (UniMais), within the research line Education, Institutions, and Educational Policies, investigated the contributions of visual resources to the teaching of Cartography for deaf high school students, focusing on challenges and possibilities for inclusive education. The study was based on the assumption that the educational inclusion of deaf students requires pedagogical practices that recognize Brazilian Sign Language (Libras) as the first language and visuality as a central means of knowledge mediation, especially in curricular components such as Cartography, whose nature is intrinsically visual. The research was guided by the following questions: how can cartographic content contribute to the learning of deaf high school students in mainstream schools, considering the limitations arising from the limited availability of appropriate resources and the complexity of mediation among the classroom teacher, the Libras interpreter, and the deaf student? In what ways can visual resources reduce difficulties in the teaching-learning process? How can communicational limitations be addressed and inclusive learning promoted, while also examining the pedagogical and institutional conditions that influence this practice? The general objective was to understand how visual resources can contribute to the cartographic knowledge of deaf high school students, promoting visual accessibility and educational inclusion. The specific objectives were: (i) to present the sociohistorical aspects and legal frameworks that underpin deaf education in Brazil, with emphasis on inclusive and bilingual education policies; (ii) to understand, through a systematic literature review (2019–2024), methodologies and pedagogical resources aimed at teaching Geography and Cartography to deaf students; and (iii) to examine the guidelines of the National Common Core Curriculum (BNCC) and official documents for the teaching of Cartography in high school, with a focus on accessibility and visual and linguistic mediation in Libras. The methodology adopted was qualitative in nature, with a bibliographic and documentary approach grounded in historicaldialectical materialism. Legal frameworks, recent academic productions (theses, dissertations, and articles published between 2019 and 2024), and curricular documents were analyzed, with emphasis on the BNCC and inclusive education policies. The results and discussions indicated that visual resources enhance visual comprehension, facilitate mediation between Libras and Portuguese, and stimulate the construction of spatial thinking. However, gaps remain in teacher education and in the production of accessible teaching materials, as well as challenges in the implementation of public policies that ensure effective inclusion. It is concluded that the intentional and critical use of images in the teaching of Cartography constitutes a relevant strategy to ensure linguistic accessibility and equity in the educational process of deaf students, requiring articulated public policies and pedagogical practices grounded in visual and bilingual pedagogy.