Cartography in Studying the Environment: Bilingual Practice Aiming at the Inclusion of Deaf Pupils - Maps for the Future Children Education and Internet - page 287

of deaf pupils should contact the relevant bodies and dedicate him/herself to know
this other culture. The teacher prepared for this situation must live with the deaf
community, and seek, where possible, to know more and learn sign language (even
if the school relies on an interpreter) and think about broader pedagogy (Skliar 1998
as cited in Strobel 2006 ).
In the context of cartography, this proved to be an important instrument of
perception and the knowledge of living space. Through and with it, we awaken in
pupils a greater sense of space, reflecting on our position in time and space. The first
activity with the puzzle, photos and drawings, allowed us to learn more of the pupils
and understand their forms of representation. From the second activity with maps,
globe and maps, we believe that we were able to show them important elements of
cartography, also indicating their utilities and various forms. The fieldwork and
handling of the model enabled a performance analysis and spatial perception rather
interesting, transposing the real to the abstract, directing and “freezing stares”. In
general, we see an evolution in the spatial perception of pupils, comparing the first
activities with the activity of the model. We therefore believe that the objectives
initially proposed by the project were achieved: we can prepare materials in
cartography, in Brazilian sign language and Portuguese, which enabled the pupils
got be involved, to expand their knowledge of the mapping applied to environmen-
tal studies, to begin studies using satellite images, aerial photos, letters and field-
work. Moreover, the activities provided an insight to the lived space and
environmental issues involving water resources in the study area.
We are sure that the work is not completed, now depending on other professional
teachers to continue encouraging and developing skills with these pupils. Perhaps
the key to the question is whether we realize that “the difference is us” (Magalhaes
and Stoer 2005 ). According to these research proposals, we should look at the
difference in another perspective: This discharge of voice may not escape the
boundaries of another as an object, this time through our political generosity.
This is why we put ourselves under the statement “the difference is ourselves”.
The difference in this perspective is the “ product of a relational game in which
there is no longer a privileged center from which one can determine who are the
others, who are different ” (Magalhaes and Stoer 2005 ). We share the ideas of
this authors, when they say that the other is different and so are we. The difference
is the relationship between different. We therefore conclude by saying that when
it comes to “special” or inclusive education, we must look at all those involved
as “different” and not just the “other”. The search for dialogue and promotion of
teaching that really reaches the “other” should be the ultimate goal. With respect
to Geography and Cartography, we proved that there are ways to do this; it
behooves us to go on researching and looking for ways to promote a truly inclusive
education.