Inclusive School Cartography: the digital educational game as an instrument in cartographic literacy and deaf and hearing impaired students
DOI:
https://doi.org/10.5216/ag.v14i1.57350Abstract
The new methodologies in the teaching of geography have been seeking modern proposals for the approximation between the communities that make up the society, what is conventionally called inclusive education. In this sense, the research reported here sought to contribute to the improvement of techniques aimed at teaching and learning the School Cartography of deaf and deaf students in the municipality of Santa Maria, RS. The methodology employed was structured in three phases: the first, in the observation of the students of the Dr. Reinaldo Fernando Cóser State School of Special Education; the second was the construction of the profile of deaf and deaf students who study in the municipality; the third is the assessment of students' impressions of the digital game “CartoCon: Our Geographic Expedition” through the qualitative approach. The results obtained were positive, showing that the digital game, when adapted to the students' conditions, is a viable resource in the inclusive teaching of School Cartography, meeting the demands of the students who are part of the deaf community of the municipality.
Keywords: Geography teaching. Inclusive School Cartography. Digital game.
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