Educação inclusiva e o ensino de geografia

Abstract

This article has as its main objective to investigate and understand the practices of inclusion in the teaching of Geography, using as a case study the State School Profª Dóris Mendes Trindade, located in the municipality of Aquidauana, Mato Grosso do Sul. The issue of inclusion is relevant, current and also of fundamental understanding, due to its degree of importance. The methodological procedures were divided into phases: 1st Phase: constituted through the bibliographic survey, 2nd Phase: Collection of data on the relationship of students with the target audience of special education; 3rd Phase: preparation of questionnaires 1 and 2; 4th Phase: Two questionnaires were applied at the State School Profª Dóris Mendes Trindade; 5th Phase: Extraction and tabulation of data collected through questionnaires 1 and 2. The results of this research proved to be important, as it was through the applied questionnaires that it was possible to better understand the practices of inclusion in the teaching of Geography. And so, being able to demonstrate data obtained from the teachers of the 5th to 9th grade classes and also from the 1st to the 3rd grade, in addition to providing data from the students target audience of special education, and data from the multifunctional resource room. Finally, the study also revealed challenges to be solved for the proper advancement, promotion and inclusion in the teaching of Geography, allowing reflections and possible improvements through subsidies.