THE SPATIAL REPRESENTATIONS OF CHILDREN WITH VISUAL IMPAIRMENT: PERCEPTION AND EXPERIENCES

Authors

DOI:

https://doi.org/10.26895/geosaberes.v14i0.1173

Keywords:

Cartographic Literacy, Spatial Concepts, Geography Teaching, Children, Cultural-historical approach

Abstract

This article has the purpose to explain the perspective between Cartographic Literacy and historical-cultural theory. From the spatial concepts of location, projection, orientation and symbolization, we aim to analyze the perception of the geographic space and the place of children in their representations under daily life spaces, and enable a conception based on the historical-cultural perspective. The experiences reports allowed to list elements that are relevant in the representations of children with visual impairment emphasizing their looks and perceptions, highlighting in results that the formation of spatial concepts are socially composed by mediation and social interaction, articulated to affectivity, imagination, daily life and experiences in the geographic space.

Author Biography

  • Leia de Andrade, State University of Maringá, Brazil

    Collaborating Professor at the Department of Geography, State University of Maringá (UEM), State University of Paraná (UNESPAR).

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Published

2023-12-17

Issue

Vol. 14 (2023)

Section

Artigos

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How to Cite

THE SPATIAL REPRESENTATIONS OF CHILDREN WITH VISUAL IMPAIRMENT: PERCEPTION AND EXPERIENCES. (2023). Geosaberes, 14, 75-85. https://doi.org/10.26895/geosaberes.v14i0.1173