SENSORY LANGUAGES FOR INCLUSIVE GEOGRAPHY: THE FORMULATION OF GEOGRAPHICAL THINKING IN THE MEDIATION OF CITY CONTENT

Abstract

The lack of constant investigations for a better articulation and systematization in the use of sensory languages ​​in the teaching of Geography, in the context of the classroom with the presence of people with Visual Impairment, can result in didactic referrals that do not enhance the meaning of the phenomena that occur in urban space. That said, how to develop a mediating action capable of articulating and systematizing sensory languages ​​in an inclusive way, that is, that meets the present pluralities, with the purpose of enhancing the apprehension of geographic knowledge that concern the teaching of the city, as well as guaranteeing the inclusion and citizenship? Thus, the objective of this article is to present the powerful Sensory Languages ​​to the construct of Geographical Thinking about the city in an inclusive context of People with Visual Impairment (PCDV) present in Geography classrooms. The qualitative approach was adopted, and procedurally it contributed to aspects of bibliographical research (in theses, dissertations, and scientific articles in books and magazines), observation (in the ambiences of the Brazilian Center for Rehabilitation and Support for the Visually Impaired - CEBRAV, located in the city of Goiânia-GO, as well as in three Geography classrooms of three public education institutions) and in interviews (with a group of ten students who are monitored by CEBRAV). From the actions and methodological procedures carried out, it was possible to list a set of possible sensory languages ​​for the construction of Geographical Thinking about the city in regular teaching classes with the presence of People with Visual Impairments.