Geography teachers from the perspective of special and inclusive educacion

Authors

DOI:

https://doi.org/10.51359/2594-9616.2021.246539

Keywords:

Special education, Inclusive education, Geography teachers

Abstract

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)

Possui Graduação em Geografia (Licenciatura Plena) pela 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.

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Published

2021-04-09

How to Cite

Brinco, L. A. da S. (2021). Geography teachers from the perspective of special and inclusive educacion. Journal of Geography Education (Recife), 4(1), 1–15. https://doi.org/10.51359/2594-9616.2021.246539

Issue

Vol. 4 No. 1 (2021): Revista Ensino de Geografia (Recife)

Section

Artigo Científico

License

Copyright (c) 2021 Lucian Armindo da Silva Brinco

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