The Metropolitan Region of the Cuiabá River Valley from the perspective of visually impaired students: Educational Sequence for 7th grade elementar school

Abstract

The inclusion of visually impaired students in Geography teaching requires pedagogical strategies that favor accessibility and meaningful learning. This article presents a didactic sequence for the 7th grade of elementary school, focusing on the analysis of the Metropolitan Region of the Cuiabá River Valley, using tactile maps as a didactic resource. The methodology adopted followed a qualitative approach, based on a literature review, document analysis and adaptation of accessible teaching materials. The didactic sequence proposes activities that allow visually impaired students to understand the urban and territorial dynamics of the region through the sensory exploration of maps made with materials of different textures and contrasts. The proposal is in line with the guidelines of the National Common Core Curriculum (BNCC) and seeks to promote inclusion in Geography teaching, stimulating autonomy and the construction of knowledge. The results show the importance of using accessible resources in geography education, expanding teaching possibilities and contributing to the formation of critical citizens who are aware of spatial transformations