Abstract
Historically, physical education in Brazil has been coming through a long process for achieving its position in regular schools. Conquering this place is owed to a large set of debates about the most varied pedagogical concepts. This study aims at analyzing the body feelings of a blind student and phenomenologically describing this student’s perceptions of school spaces when influenced by the use of tactile maps. The study adopted a qualitative approach from a theoretical-methodological perspective of the case study with phenomenological-existential inspiration. Based on the dialogues in this study, the authors understood that tactile maps, mediated by the student’s body feelings, represented significant importance to boost memorization of school spaces. This allowed more reliable guidance and safer mobility to that blind student and his own challenges of overcoming physical and attitudinal barriers when he needed to move around daily at school and during physical education classes.
Highlights
Inclusion policies, respect to differences and professional performance are contemporary themes which have been reflected upon in several areas
This study aims at the body feelings of a blind student and the influence of tactile maps on this student’s sensations and perceptions of the school and its spaces
This study focused on the body sensations of a blind student, a teenager, sensations that permeate his living body, by the use of tactile maps
Summary
Respect to differences and professional performance are contemporary themes which have been reflected upon in several areas. A lot has been said about issues related to initial and continuing professional training and about its respective professionalism in work environment and this is amplified in the educational field In this path, in the educational area, discussions take place about teachers’ professionalism, in which researchers and scholars have been producing studies and papers with themes connected to teachers’ training and performance in their respective expertise and field of knowledge (PINEL, 2016). In the educational area, discussions take place about teachers’ professionalism, in which researchers and scholars have been producing studies and papers with themes connected to teachers’ training and performance in their respective expertise and field of knowledge (PINEL, 2016) Such discussions are mainly about teachers’ performance in their relationship with students enrolled in all levels and modalities of regular education, from children’s education to university and postgraduate degrees.
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