Educational Program for Introduction to Tactile Cartographic Language and introduction to map reading in the regular classroom

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DOI:

https://doi.org/10.5212/PraxEduc.v.18.21406.085

Abstract

This article, based on a doctoral dissertation, has as general objective to analyze the effects of the Educational Program for Introduction to Tactile Cartographic Language, when applied in the context of a regular classroom, with blind students. To this end, a qualitative, exploratory research of a descriptive nature was carried out, characterized by an intervention. The following data collection instruments were used: open questionnaire, survey, interview, field diary and the intervention program. The data were subjected to the descriptive analysis. The development of this study showed that the mentioned program can and should be developed by teachers with all students in the regular classroom.

Keywords: Special Education. Blindness. Tactile cartography.

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Author Biographies

  • Fabiana Giehl Birão, Western Paraná State University

    Docente de Atendimento Educacional Especializado (AEE) na Universidade Estadual do Oeste do Paraná (Unioeste). Doutorado em Educação Especial pela Universidade Federal de São Carlos (UFSCar).

  • Fátima Elisabeth Denari, Universidade Federal de São Carlos - UFSCar

    Docente sênior junto ao Departamento de Psicologia e do Programa de Pós-Graduação em Educação Especial (PPGEEs) da UFSCar. Mestrado em Educação Especial pelo PPGEEs da UFSCar. Doutorado em Educação pelo Programa de Pós-Graduação em Educação da UFSCar. Pós-doutorado em Sexualidade e Deficiência pela Faculdade de Ciências e Letras da Universidade Estadual Paulista (Unesp), campus Araraquara.

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Published

2023-11-23

Issue

Vol. 18 (2023): Publicação contínua

Section

Artigos

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Copyright (c) 2023 Práxis Educativa

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How to Cite

Educational Program for Introduction to Tactile Cartographic Language and introduction to map reading in the regular classroom. Práxis Educativa, [S. l.], v. 18, p. 1–24, 2023. DOI: 10.5212/PraxEduc.v.18.21406.085. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21406. Acesso em: 30 may. 2026.