Geographic inclusion

exploring tactile cartography in a popular college entrance exam preparation course

Abstract

Preparatory popular courses play a crucial role in democratizing pre-university education, especially for low-income students. These initiatives provide access to quality academic preparation that would often be out of reach for these students. A significant example is the implementation of inclusive activities, such as the use of tactile maps in Geography classes. These activities not only make learning more accessible but also promote a deep and meaningful understanding of the content. The collective construction of pedagogical materials involves active student participation, strengthening a sense of community and collaboration. This process facilitates learning geographical concepts and develops important cognitive, social, and emotional skills. By working together on creating these materials, students learn to value teamwork, communication, and critical thinking. This experience report in Geography classes at the “Cursinho Educação e Cidadania” of the Federal University of São Carlos (UFSCar) highlights how studying urban and environmental issues through cartography and inclusive methods, such as tactile maps, can transform learning and empower students. These approaches improve academic performance and contribute to the formation of more engaged and critical individuals.