<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592017000300587</article-id>
<article-id pub-id-type="doi">10.18593/r.v42i3.13741</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de geografia na perspectiva do modelo social da deficiência]]></article-title>
<article-title xml:lang="en"><![CDATA[The geography teaching in perspective of social model of disability]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de la geografía en perspectiva, de modelo social de discapacidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins Junior]]></surname>
<given-names><![CDATA[Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Rosa Elisabet Militz Wypyczynski]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Julice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>587</fpage>
<lpage>612</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592017000300587&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592017000300587&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592017000300587&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os discursos de classifica&#231;&#227;o de normalidade do sujeito com defici&#234;ncia na perspectiva do Modelo m&#233;dico e do Modelo social s&#227;o pe&#231;as centrais deste arti go. Nesse vi&#233;s, buscou-se refletir sobre a defici&#234;ncia visual com base na refer&#234;ncia conceitual dos estudos de Vygotsky, nomeadamente no que diz respeito &#224; media&#231;&#227;o, compensa&#231;&#227;o, conceitos e fun&#231;&#245;es psicol&#243;gicas superiores. &#192; luz desse contexto, des taca-se uma experi&#234;ncia que procurou investigar quais as potencialidades da oficina pedag&#243;gica no ensino de Geografia. No perscrutar dessa abordagem, optou-se pela metodologia do estudo de caso com base na participa&#231;&#227;o e colabora&#231;&#227;o de 27 estudan tes com idades entre 11 e 14 anos, de uma turma do Ensino Fundamental II do Col&#233;gio de Aplica&#231;&#227;o da Universidade Federal de Santa Catarina (UFSC). Os resultados da investiga&#231;&#227;o evidenciaram, em linhas gerais, que os estudantes com defici&#234;ncia cons troem sua aprendizagem por meio de tarefas diferenciadas que promovem e valorizam seu potencial, seu modo de aprender, seu ritmo, suas habilidades e seus talentos. A partir do momento em que a escola e seus agentes proporcionam condi&#231;&#245;es de aces sibilidade para o estudante com defici&#234;ncia, ele consegue vivenciar e apreender os conhecimentos geogr&#225;ficos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The discourses of classification of normality of the subject with disability from the perspective of the Medical model and the Social model are central parts of this article. In this bias we sought to reflect on visual impairment based on the central conceptual reference of Vygotsky studies, namely with regard to mediation, compensation, concepts, and higher psychological functions. In light of this context, we highlight an experience that sought to investigate the potential of the pedagogical workshop in the teaching of Geography. In this approach, we chose the case study methodology based on the participation and collaboration of 27 students aged 11 to 14 years, of a class of Elementary School II from the College of Application of Uni versidade Federal de Santa Catarina (UFSC). The results of the research showed, in general terms, that students with disabilities construct their learning through differen tiated tasks that promote and value their potential, their way of learning, their rhythm, their abilities and their talents. From the moment that school and its agents provide accessibility conditions for the student with a disability, he is able to experience and apprehend geographic knowledge. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Los discursos de clasificaci&#243;n de normalidad del sujeto con discapacidad en la perspectiva del Modelo m&#233;dico y del Modelo social son piezas centrales de este art&#237;culo. En este sesgo se busc&#243; reflexionar sobre la deficiencia visual con base en la referencia conceptual central de los estudios de Vygotsky, especialmente en lo que se refiere a la mediaci&#243;n, compensaci&#243;n, conceptos, funciones psicol&#243;gicas superiores. A la luz de este contexto, destacamos una experiencia que busc&#243; investigar cu&#225;les son las potencialidades del taller pedag&#243;gico en la ense&#241;anza de Geograf&#237;a. En el escrutinio de este enfoque, optamos por la metodolog&#237;a estudio de caso con base en la participaci&#243;n y colaboraci&#243;n de 27 estudiantes con edad entre 11 a 14 a&#241;os, de una clase de Ense&#241;anza Fundamental II del Colegio de Aplicaci&#243;n de la Universidade Federal de Santa Catarina (UFSC). Los resultados de la investigaci&#243;n evidenciaron, en l&#237;neas generales, que los estudiantes con discapacidad construyen su aprendizaje a trav&#233;s de tareas diferenciadas que promueven y valoran su potencial, su modo de aprender, su ritmo, sus habilidades y sus talentos. A partir del momento en que la escuela y sus agentes proporcionan condiciones de accesibilidad para el estudiante con discapacidad, puede experimentar y aprehender los conocimientos geogr&#225;ficos. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Geografia]]></kwd>
<kwd lng="pt"><![CDATA[Modelo Médico]]></kwd>
<kwd lng="pt"><![CDATA[Modelo Social]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Visual]]></kwd>
<kwd lng="en"><![CDATA[Geography]]></kwd>
<kwd lng="en"><![CDATA[Medical Model]]></kwd>
<kwd lng="en"><![CDATA[Social Model]]></kwd>
<kwd lng="en"><![CDATA[Visual Impairment]]></kwd>
<kwd lng="es"><![CDATA[Geografía]]></kwd>
<kwd lng="es"><![CDATA[Modelo Médico]]></kwd>
<kwd lng="es"><![CDATA[Modelo Social]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad Visual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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