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School cartography is very important for teaching and learning geography, as it makes it possible to analyse phenomena and objects through their spatiality. One of the most important cartographic concepts is scale, understood as the ratio of similarity between the real area and its representation, i.e. a quantifiable ratio. However, the notion of proportionality is first constructed in non-quantifiable terms based on first and second order relationships and perceptual measurements. Therefore, understanding the cartographic scale can be better realised by working with the notion of non-quantifiable proportion existing in the student's living space. Considering that visual impairment limits spatial apprehension and understanding, it is important to reflect on the construction of the notion of proportion and the concept of cartographic scale by visually impaired students, since this knowledge enables other learning in relation to Geography and contributes to the development of these individuals' orientation and mobility skills.
About the author
Flávia Gabriela Domingos Silva is a PhD candidate in Geography at the Institute of Socio-Environmental Studies of the Federal University of Goiás. She has a bachelor's and master's degree in Geography from the same institute (IESA/UFG). She has experience in School Geography, with an emphasis on Inclusive Education, School Cartography and Tactile Cartography.
