O professor de geografia e o desafio da educação inclusiva

Abstract

School inclusion seeks to include all students of kindergarten, elementary school, social and cognitive impairment of various degrees, without distinction, in regular school, aiming to promote meaningful learning for all, also seeking to reduce prejudice and discrimination, stimulating the socialization of people with special educational needs to enjoy both educational and social spaces and environments. However, in a regular school, the inclusion of students with special educational needs is still seen with paradigms coated with inclusion, because, although these educational institutions assume in their discourse and even in the Pedagogical Political Project the curricular flexibility that actually contemplates the inclusion. However, in the classroom routine some teachers still present conservative practices that still disregard curricular flexibility as a necessary alternative in the context of learning. The research entitled “THE GEOGRAPHY TEACHER AND THE CHALLENGE OF INCLUSIVE EDUCATION” sought in its general objective: to analyze the inclusion process and to understand the differences between inclusive and special education and to identify its main characteristics to understand the teaching process. and student learning of inclusive education; proposed in its specific objectives: to describe the difference between special education and inclusive education and to reflect on Assistive Technologies for the teaching of Geography. The methodology has a qualitative approach, an analytical empirical method, which enables the researcher from the observation of the facts to establish analysis of the data collected from reality. The problem that guided this research was: Does the geography teacher understand the orientation of the inclusion policy for the use of pedagogical strategies assisted by assistive technology that meets the specificities of special education students? Exploratory research that used participatory observation for reality records. The results of the study point to the importance of using Assistive Technology in the classroom, and its excellent favoring in the process of meaningful learning and the importance of continuing education of Geography professionals for the care of students with special educational needs so that in fact. inclusive education is implemented. Keywords: Inclusive Special Education. Assistive Technology. Tactile Cartography.