2026-03-122026-03-122026-02-20CALDAS, Elinaldo Silva. Uso de mapas táteis como recurso didático no ensino de Geografia para estudantes com deficiência visual no atendimento educacional especializado. Orientador: Enilson da Silva Sousa. 2026. 34 f. Trabalho de Curso (Licenciatura em Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9340. Acesso em:.https://bdm.ufpa.br/handle/prefix/9340Geography teaching in basic education faces specific challenges within the framework of inclusive education, particularly regarding the learning of cartographic content by students who are blind or have low vision. Since conventional cartographic language is predominantly structured around visual resources, it becomes necessary to develop pedagogical strategies that broaden access to spatial knowledge. This study aims to examine the use of tactile maps as an instructional resource in Geography teaching within the context of Specialized Educational Support (SES). The research is characterized as applied and qualitative, adopting an exploratory and descriptive approach through a pedagogical case study conducted in a public school in Belém, Pará, Brazil. The methodological procedures included a literature review, the development of a thematic tactile map of Brazilian biomes using low-cost materials, implementation of the resource with two students receiving SES, and data collection through structured observation and field notes. The findings indicate that the tactile map supported the differentiation of areas, recognition of spatial boundaries, and the initial construction of associations between texture and geographic concepts, enhancing student engagement during the activity. However, the effectiveness of the resource was shown to depend significantly on pedagogical mediation and instructional planning. It is concluded that tactile cartography represents a relevant strategy for strengthening inclusive practices in Geography education, although its outcomes should be interpreted within the limits of the investigated context.Acesso AbertoEducação inclusivaCartografia tátilEnsino de GeografiaAcessibilidade pedagógicaAprendizagem espacialInclusive educationTactile cartographyGeography educationPedagogical accessibilitySpatial learningCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA DA POPULACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil