THE CONTRIBUTION OF EMOTIONAL PEDAGOGY TO INCLUSIVE SCHOOL CARTOGRAPHY

Abstract

Nonverbal communication in School Cartography is configured as a strategy for the Teaching of Geography in the context of School Inclusion, and when articulated with a pedagogical theory that values the evolved emotional aspects, it expands the teaching possibilities in the most varied realities. In light of this, this article discusses the potential of Emotional Pedagogy in inclusive cartographic literacy, which is an area on the rise in Geography Teaching. Methodologically, the article draws on the discussion based on the convergence between emotional pedagogical theory and cartographic literacy, meeting the policies of School Inclusion and some reflections arising from cartographic literacy workshops with deaf students, developed in a special education school. from Santa Maria, RS. Thus, it was possible to conclude that the integration between Emotional Pedagogy and School Cartography tends to contribute to the teaching and learning of Geography with students from the deaf community.