Geography teachers from the perspective of special and inclusive educacion
DOI:
https://doi.org/10.51359/2594-9616.2021.246539Keywords:
Special education, Inclusive education, Geography teachersAbstract
The aim of this study is to analyze the experiences, perceptions and / or perspectives of teachers of geography in relation to aspects of special and inclusive education. As the development of the same occurs during the coronavirus pandemic (COVID-19), online resources are used to obtain the answers of six (6) teachers, who teach in schools in the central region of the State of RS. Thus, the results show that, in general, they do not feel able to work from the perspective of schooling students with Special Educational Needs (NEEs), given the time of their academic training. Only one (1) teacher is also involved in continuing education courses in the area of special education. They also state that the facilities for school inclusion fall on family support and Specialized Educational Assistance (AEE), and the difficulties arise from their lack. Finally, they emphasize that there are many issues, whether in the context of educational policies or in the teaching and learning system as a whole, which need to be reevaluated, so that students with NEEs feel, in fact, included
Author Biography
Lucian Armindo da Silva Brinco, Universidade Federal de Santa Maria (UFSM)
References
CHAVES, A. P. N. Ensino de geografia e a cegueira: diagnóstico da inclusão escolar na Grande Florianópolis. 2010, 158 p. Dissertação (Mestrado em Geografia) – Universidade Federal de Santa Catarina, Florianópolis, SC, Brasil, 2010.
CROZARA, T. F; SAMPAIO, A. A. M. Construção de material didático tátil e o ensino de geografia na perspectiva da inclusão. In: XII Seminário de iniciação científica; VII Encontrointerno; Universidade Federal de Uberlândia,2008. Disponível em: https://ssl4799.websiteseguro.com/swge5/seg/cd2008/PDF/IC2008-0305.PDF . Acesso em: 08 abr. 2020.
CUSTÓDIO, G.A; RÉGIS, T. C. Recursos Didáticos no processo de Inclusão Educacional nas aulas de Geografia. In: Nogueira, R. E. (Org.) Geografia e Inclusão Escolar: teoria e práticas. Florianópolis: Edições do Bosque, 2016.
MATOS, S. N. MENDES, E. G. Demandas decorrentes da inclusão escolar. Revista Educação Especial. Santa Maria, v. 27, n. 48, p. 27-40, 2014. Disponível em: http://www.ufsm.br/revistaeducacaoespecial Acesso em: 22 de Jun. de 2020.
PREFEITURA MUNICIPAL DE SANTA MARIA. Programa de Atendimento Especializado Municipal – PRAEM. S/D. Disponível em: file:///C:/Users/User/Downloads/programa-de-atendimento-especializado-municipal-ndash-praem.pdf Acesso em: 08 de jul. de 2020.
RIBEIRO, R.; MACHADO, S. M. M. A geografia da inclusão ou a inclusão na Geografia? 2016. In: NOGUEIRA, R. E. (Org.) Geografia e Inclusão escolar: Teoria e Práticas. Florianópolis: Edições do Bosque, Universidade Federal de Santa Catarina, 2016.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Lucian Armindo da Silva Brinco
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the REVISTA ENSINO DE GEOGRAFIA (RECIFE) right of first publication with the work simultaneously licensed under a Creative Commons Attribution NonCommercial International 4.0 (CC BY-NC) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
