The semiotic relationship between cartographic language and brazilian sign language

Abstract

We know that school cartography is fundamental in the teaching of Geography, enabling its initiates to materialize various physical and social information about a territory. However, it should not be considered a simple spatialization tool, since it transcends simple data organization and assumes its own language, capable of communicating something without the need of using oral languages, such as Portuguese. It is in this context that it resembles the Brazilian Language of Signals (Pounds), being able to establish communication and democratization of its information through visual reading. With this, we aim to discuss the semiotic relationship between Libras and cartography, and to present the versatility of the cartographic language in the communication of information to deaf students, and thus contribute to the strategies of inclusion in school education. The methodology used consisted in the application of a cartographic literacy workshop in a special education school in Santa Maria, RS / Brazil, where we were able to read and interpret the information presented on the maps with the deaf students. The results showed positive responses to the initial premise that the cartographic language is easily understood by deaf students, making possible the cartographic literacy, and consequently, the understanding of the geographic contents.