Training experience through inclusive school cartography in Geography education

Abstract

This article aims to present a formative experience carried out in one of the modules of the “Extension Course in School Cartography: Training of Geography Teachers,” linked to the Collective Research Network on School Cartography. The objective was to reflect on the potential of School and Inclusive Cartography, with an emphasis on the production of tactile maps, highlighting contributions that support the development of inclusive pedagogical practices capable of addressing, within the teaching and learning process, the needs of deaf students and students with visual impairments. The study is justified by the fact that, in the contemporary context, with advances in public inclusion policies, there has been an increase in enrollments and, consequently, in the demands for the inclusion of students with disabilities in regular schools. These specificities therefore require Geography teachers to receive appropriate training that meets such demands. To this end, an extension course was structured with a theoretical-methodological and practical organization that mobilizes and broadens discussions on School and Inclusive Cartography.