摘要：The article analyzes the mental representation of knowledge by congenital and acquired blind individuals, based on geographical concepts, in order to understand how the blind process information and use other senses when stimulated to conceptualize objects and phenomena on which they have notions. The investigation reveals that the life experience of the acquired blind, amplified by the temporary vision, facilitated the establishment of more advanced connections in relation to the congenital ones. Therefore, the condition of both on knowledge and its representation is unequal, manifesting the need for interactive experiences to be adapted and qualified in relation to the biological and cultural characteristics differentiated from the blind, especially in educational spaces such as schools.
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