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Os recursos didaticos sao abordados frequentemente pelo campo docente, pois sao responsaveis em promover o processo de ensino aprendizagem dos alunos. Porem, cabe ao educador diversificar constantemente para atender a demanda em sala de aula. Ja que, nenhum aluno aprende igual ao outro, cada um possui a sua singularidade, especialmente aqueles com necessidades educativas especiais. Assim, o objetivo central se baseou em compreender se os recursos cartograficos tateis estao sendo utilizados na rede regular de ensino, e como os professores lidam com os alunos com deficiencia visual em suas disciplinas, mais especificamente nas aulas de geografia. Portanto, concluimos que realidade e tumultuosa os docentes sentem retraidos em lidar com os alunos com NEE, por inumeros motivos citados por eles mesmo em entrevista como: formacao inicial fragilizada, jornadas exaustivas, escassez de materiais para a confeccao do recurso, carencia de cursos de capacitacao para os profissionais se prepararem para atender estes alunos. Portanto, todos esses apontamentos fazem com que os alunos sejam prejudicados no processo de ensino aprendizagem, afim de sanar este problema, espera-se mostrar aos professores ideias para inserir esse recurso em sala de aula, diminuindo assim o uso dos metodos descritivos e repetitivos com esses alunos. Palavras Chaves : Mapas Tateis; Inclusao; Recursos Didaticos. Abstract : The teaching resources are often addressed by the teaching field, as they are responsible for promoting the process of teaching students' learning. However, it is up to the educator to constantly diversify to meet the demand in the classroom. Since, no student learns the same as the other, each one has its singularity, especially those with special educational needs. Thus, the central objective was to understand whether tactile mapping resources are being used in the regular education network, and how teachers deal with visually impaired students in their subjects, more specifically in geography classes. Therefore, we conclude that reality is tumultuous teachers feel withdrawn in dealing with students with SEN, for many reasons cited by them even in an interview such as: initial training fragilized, exhaustive days, shortage of materials for the making of the resource, lack of courses of professionals to prepare to serve these students. Therefore, all these notes cause students to be harmed in the teaching-learning process, in order to solve this problem, it is hoped to show teachers ideas to insert this resource in the classroom, thus reducing the use of descriptive and repetitive methods with these students. Keywords : Tactile Maps; Inclusion; Didactic resources.

caderno de geografia

A inclusão do aluno com deficiência visual: uma análise preliminar no município de São Sebastião da Amoreira – PR / Inclusion of visual deficiency students: a preliminary analysis in the municipality of São Sebastião da Amoreira - PR