The teaching of Geography and the mental maps of children and adolescents with Autism Spectrum Disorder in the city of Duque de Caxias - RJ

Autor: Silva, Marilza Santos da
Přispěvatelé: Santos, Cl?zio dos, Granha, Gustavo Souto Perdig?o, Pletsch, M?rcia Denise, Fiori, S?rgio Ricardo
Jazyk: portugalština
Rok vydání: 2017
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2021-04-19T18:45:12Z No. of bitstreams: 1 2017 - Marilza Santos da Silva.pdf: 3634181 bytes, checksum: 69a8fb23968e99753c4eb856590cb33e (MD5) Made available in DSpace on 2021-04-19T18:45:13Z (GMT). No. of bitstreams: 1 2017 - Marilza Santos da Silva.pdf: 3634181 bytes, checksum: 69a8fb23968e99753c4eb856590cb33e (MD5) Previous issue date: 2017-09-06 The present research approaches the mental maps of children and adolescents with autism in Geography Teaching, in the municipality of Duque de Caxias, comprising the Municipal Schools: GS and POTO, with students that are included in Elementary Education Second Segment. The main objective of this research is to analyze how students with Autistic Spectrum Disorder (ASD) represent 'Living Space' through the expression cartographic Teaching. Thus, make sense and explore the respective abilities and cognitive abilities of these students. For this, this research had a look at the subjectivity of the subject, in their abilities (and not in their limitations: physical, organic, intellectuals). In this way, this purpose corresponded to the examination and evaluation of the forms used by such individuals, in the construction of graphical representations, through the elaboration of their mental maps, besides the extraction and interpretation of the symbolic elements common to the made spatial records. Thus, the study began covering the characteristics that encompass autism, in order to demonstrate this developmental disorder that affects some children, as well as the rights that guarantee an Inclusive Education for these people. As well, it discusses the historical context that encompasses the School Cartography, as well as, elucidates the relevant methodological and cognitive processes the Cartography learning in Geography Teaching, addressing fundamental concepts for meaningful learning; The importance of 'Cartographic Literacy' since the initial grades; The process of organization, interaction and spatial construction of children. For that, a brief presentation of the municipality of Duque de Caxias and of the schools selected for research was contextualized; the results of the interviews with the professionals of the education, as well as the methodological proposal made with the students with ASD in the Teaching of Geography. Then the research is devoted to the systematization and interpretation of the data obtained, as well as the presentation of results and proof of hypotheses. Thus, in this study, it was possible to contribute (within the spatial and temporal cut of the research) to reflections and analyzes concerning the mental representations and superior cognitive abilities of students with ASD, as well as, in view of the proposed activities, to offer the student with autism different visual cartographic resources. Faced with the reality of education, each subject is unique in the teaching-learning process, and this work will have as a starting point to demystify the idea that autistic children with special abilities, inserted in a context of Special Education, are incapable of interaction and representation of 'Living Space'. A presente pesquisa aborda os mapas mentais de crian?as e adolescentes com autismo no Ensino de Geografia, no munic?pio de Duque de Caxias, compreendendo as Escolas Municipais: GS e POTO, com alunos que se encontram inclu?dos no ensino fundamental segundo segmento. A pesquisa tem como objetivo principal analisar como os alunos com Transtorno do Espectro Autista (TEA) representam o ?Espa?o Vivido? por meio da express?o cartogr?fica no Ensino de Geografia. Assim, dar sentido e explorar as respectivas capacidades e habilidades cognitivas desses alunos. Desta maneira, tal prop?sito correspondeu ao exame e avalia??o das formas utilizadas por tais indiv?duos, na constru??o das representa??es cartogr?ficas, atrav?s da elabora??o dos seus mapas mentais, al?m da extra??o e interpreta??o dos elementos simb?licos comuns aos registros espaciais confeccionados. Com isso, o estudo iniciou abrangendo as caracter?sticas que englobam o autismo, com a finalidade de demonstrar esse transtorno do desenvolvimento que acomete algumas crian?as, assim como, os direitos que garantem uma Educa??o Inclusiva para essas pessoas. Como tamb?m, discorre sobre o contexto hist?rico que abrange a Cartografia Escolar, bem como, elucida os processos metodol?gicos e cognitivos pertinentes a aprendizagem da Cartografia no Ensino de Geografia, abordando conceitos fundamentais para aprendizagem significativa; a import?ncia da ?Alfabetiza??o Cartogr?fica? desde as s?ries iniciais; o processo de organiza??o, intera??o e constru??o espacial das crian?as. Para isso, contextualizou-se uma breve apresenta??o do municipio de Duque de Caxias e das escolas selecionadas para pesquisa; os resultados das entrevistas realizadas com os profissionais da educa??o, assim como, a proposta metodol?gica realizada com os alunos com TEA no Ensino de Geografia. Em seguida a pesquisa dedica-se ? sistematiza??o e interpreta??o dos dados obtidos, bem como, a apresenta??o de resultados e comprova??o de hip?teses. Assim, nesse estudo, foi poss?vel contribuir (dentro do recorte espacial e temporal da pesquisa) para reflex?es e an?lises concernentes ?s representa??es mentais e habilidades cognitivas superiores dos alunos com TEA, bem como, diante das atividades propostas, oferecer ao aluno com autismo diferentes recursos cartogr?ficos visuais. Diante da realidade que abrange a Educa??o, cada sujeito ? singular no processo de ensino-aprendizagem, e esse trabalho ter? como ponto de partida desmitificar a ideia que crian?as e adolescentes com autismo, dotados de habilidades especiais, inseridos em um contexto da Educa??o Inclusiva, s?o incapazes de intera??o e representa??o do ?Espa?o Vivido?.
Databáze: OpenAIRE
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