The Geography teaching in perspective of social model of disability

Abstract

The discourses of classification of normality of the subject with disability from the perspective of the Medical model and the Social model are central parts of this article. In this bias we sought to reflect on visual impairment based on the central conceptual reference of Vygotsky studies, namely with regard to mediation, compensation, concepts, and higher psychological functions. In light of this context, we highlight an experience that sought to investigate the potential of the pedagogical workshop in the teaching of Geography. In this approach, we chose the case study methodology based on the participation and collaboration of 27 students aged 11 to 14 years, of a class of Elementary School II from the College of Application of Universidade Federal de Santa Catarina (UFSC). The results of the research showed, in general terms, that students with disabilities construct their learning through differentiated tasks that promote and value their potential, their way of learning, their rhythm, their abilities and their talents. From the moment that school and its agents provide accessibility conditions for the student with a disability, he is able to experience and apprehend geographic knowledge.