Elaboração e aplicação de recursos/materiais didáticos na educação inclusiva voltados ao ensino do relevo e solos

Abstract

This course completion work was based on experiences in the use of models and soil samples, which facilitated the understanding of geographical space by students with low vision in a Specialized Educational Care room of Machado de Assis Municipal School. It was found that students understood how to read and understand notions of soil and space occupation and its implications for the occupation of disordered space, as well as knowing an example of volcanic formation, in short, models of how the model can be used in physical understanding of geographic contents. Firstly, it was asked how the use of teaching materials is relevant and can build geographic knowledge about soils, relief and occupation of geographical space in inclusive education? How does the use of models facilitate the acquisition of concepts of soils, relief and occupation of geographic space by students with visual impairment? To answer this question, the following objectives were adopted: to understand the context of inclusive education in public schools from the case study of Machado de Assis Municipal School, in order to understand the relationship between school, teacher and student in the construction of knowledge about relief. and solo. Understand how was the process of implementing inclusive education in public schools through the laws that gained strength from the Brazilian Constitution of 1988, in its article 208, the Salamanca Declaration (UNESCO, 1994), Law of Education Guidelines and Bases (LDBN 9394/96), and Decree No. 7,611, of November 17, 2011. Use models produced by students of the geography course that illustrate landforms and soils, urban space occupation and tactile soil samples to facilitate the manipulation and acquisition of student knowledge of these spaces studied. To evaluate the importance of practical activities in the resource room as a facilitated vehicle for learning visually impaired students. The present work was developed from the qualitative approach. A bibliographic research with field study was performed. The class followed a didactic sequence of teaching and explanation procedures that allowed students through the ludic to acquire relief and soil knowledge.