Caminhando no chão da metrópole Manaus: a Geografia dos surdos

Abstract

The urban space provides knowledge of the various manifestations of society materialized in its geographical objects such as streets, avenues, buildings, and squares, allowing a better understanding of the process that, over time, was responsible for its configuration. Thus, from the identification that Deaf people have of the city they live in, their experiences with the urban space and the importance of historical monuments, such as buildings, squares, and churches to them. One cannot focus on the sense that Deaf people lack, which is hearing, but rather on other senses such as vision that materializes the inhabited space. The main objective of this research is to understand the relationship of Deaf people with the city and its historical monuments, such as buildings, squares, and churches, and to use these insights to develop adapted teaching materials, in Brazilian Sign Language (LIBRAS), focused on the teaching of Urban Geography. To achieve this objective, the study proposes three geographical routes in the central area of Manaus, highlighting buildings, squares, and monuments that represent the historical and cultural heritage. The specific objectives include identifying Deaf people as active agents in socio-spatial relations; differentiating between exclusive and inclusive metropolises; and developing teaching materials in LIBRAS that recognize and value local historical-cultural heritage. The methodology adopted involves a literature review on urbanism, everyday accessibility, and the construction of an inclusive urban space, followed by the selection and analysis of routes that will later be translated into LIBRAS. These routes are presented to Deaf students, with adjustments made to ensure understanding and integrate specific LIBRAS signs that describe each location. The study also foresees guided visits with Deaf students, adapting the routes to the format of field classes. This research highlights the importance of visual experience for Deaf people, considering sign language as an integral part of this experience. The proposal is not limited to linguistic adaptation; it aims to reconstruct the perception of the urban space for Deaf people, promoting a teaching of Geography that respects their peculiarities and promotes a critical knowledge of the inhabited space. The focus on the Deaf subject and the valorization of their distinct sensory experiences is crucial for understanding their identity and interaction with the urban space, aiming for a more meaningful inclusion in the educational and social context.