CARTOGRAFIA ESCOLAR E EFICÁCIA PARA APRENDIZAGEM –

DESAFIOS, EXPERIÊNCIAS E INCLUSÃO

Abstract

This article is the written expression of the lecture held on December 5, 2022, at the opening of the XII Colloquium on Cartography for Children and School Children (CCCE) at the Federal University of Santa Maria (UFSM), Rio Grande do Sul, with the theme “The (Geo)Technologies and the (multiple) School Cartographies in contemporary times”. For this speech, it was decided to question which education we want for the future, in the face of the challenges that humanity has experienced in the face of a pandemic, and that education has proved to be fragile and unprepared in the face of this reality, especially in the issue of information and communication technologies, in human relationships and inclusive education. And teaching has also become a challenge, when students' attention is disputed with their cell phones in the age of Instagram, Tik-Tok, among others, having to seek theoretical and methodological references in other areas of knowledge such as psychology and neuroscience for effective learning . Due to this questioning, the article presents, in addition to the theoretical subsidy, some of the author's experiences in her pedagogical practice in School and Tactile Cartography based on the etiology, etymology and historical contexts of elements and content of Visual and Tactile Cartography, using storytelling of history, with the support of research carried out at the Laboratory of Tactile and School Cartography (LabTATE), which provided the development of the LabTATE Methodology, as well as the Inclusion Protocol (IP), demonstrating successes and challenges in the educational process. The PI was also developed based on the experience of the Geography Graduation Course, at the Federal University of Santa Catarina (UFSC) in the training of the first student with visual impairment (EDV) as a bachelor and licensed. The protocol highlights aspects of an administrative nature, fraternal welcome, tutoring, development of didactic resources, evaluation and is premised on the social model of disability, which defends the concept of “zero exclusion”, consisting of the inclusion of all people, based on the concepts of human rights and equal opportunities. We conclude that education, in addition to promoting knowledge, cannot lose the dimension of education for peace, respecting differences, aiming to eliminate all prejudices, including ableism.