2026-03-062026-03-062026-02-27PINHEIRO, Richard Luan da Silva. Potencialidade e possibilidade metodológica: a utilização de mapas táteis no ensino de Geografia na Educação Básica do município de Ananindeua-Pa. Orientador: Enilson da Silva Sousa. 2026. 36 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/9284. Acesso em:.https://bdm.ufpa.br/handle/prefix/9284The teaching of Geography in Basic Education is essential for the development of critical thinking, as it promotes the understanding of natural and social dynamics that shape geographic space. In order to build an inclusive and democratic school environment, it is necessary to adopt pedagogical practices that consider the diversity of students and their different ways of interacting with knowledge. The Brazilian Law for the Inclusion of People with Disabilities establishes that educational institutions must ensure pedagogical and methodological accessibility, guaranteeing equitable conditions for participation and learning for all students. In this context, discussions on Geography teaching, particularly physical geography, should be integrated with the use of cartographic language, based on official educational guidelines such as the National Common Curricular Base (BNCC). Physical geography includes themes such as vegetation, hydrography, relief, and environmental changes resulting from human activities. These topics require methodologies capable of connecting theoretical knowledge with everyday experiences, promoting greater spatial awareness. However, pedagogical challenges remain, especially those related to limited access to technological resources, assistive technologies, and inclusive practices aimed at students with visual impairments. Therefore, this study aims to propose methodological alternatives through cartography and tactile maps to improve the teaching and learning of Geography, promoting spatial understanding and the development of students’ sensory and spatial perception through experiential interaction with geographic representations.Acesso AbertoEducação inclusivaCartografia tátilEnsino de GeografiaAcessibilidade pedagógicaAprendizagem espacialInclusive educationTactile cartographyGeography educationPedagogical accessibilitySpatial learningCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Curso - Graduação - ArtigoAttribution-NoDerivs 3.0 Brazil