Formação continuada de docentes de Geografia para a educação inclusiva: panorama e perspectivas na educação básica regular municipal de Fortaleza e estadual do Ceará

Abstract

This study aims to analyze the continuing education for geography teachers of regular basic education of the municipality of Fortaleza and the state of Ceará from the perspective of inclusive education for people with disabilities, in terms of identifying which continuing education courses for inclusive education these teachers have, as well as verifying which teacher education policies with a view to inclusive education are developed by the education departments of Fortaleza (SME) and Ceará (Seduc) for their geography teachers, in addition to examining the importance that these teachers attribute to this possible education in front of the school reality they experience and verifying which difficulties they face at school with regard to inclusive geographic education. In order to understand the theme of continuing teacher education, the studies of Gómez (1995), Nóvoa (1995), Schön (1995), Lima e Pimenta (2002), Tardif (2006) and Imbernón (2009; 2011) are mainly used, and, on the theme of inclusive education, Miranda (2008), Mantoan (2015) and Lustosa (2021). Concerning the teaching of Geography in its relationship with teacher education and inclusive education, Callai (2005), Cavalcanti (2002, 2010, 2012), Rosângela de Almeida (2011a, 2011b) and Oliveira (2012) are particularly cited. The methodological choice follows the logical aspects of the qualitative approach and the exploratory objective, while the technical procedures are based on direct and indirect documentation and an open-ended questionnaire. As for the data, its treatment occurs through content analysis and its interpretation in light of critical theory in education with the aforementioned authors. Among the 22 Geography teachers who took part in the research, the presence of training for inclusive education was revealed to be low, especially among those from the Ceará state school system, in addition to the fact that most of them do not feel contemplated with the courses provided by the education departments. It is also noteworthy that these courses are virtual and limited to the approximate aspect of the subject of inclusion, and that the inclusive geographic teaching practices that occur are due to the teachers’ personal research. The fact that legal advances have been made to guarantee people with disabilities to study in ordinary schools does not mean that this right will immediately be converted into inclusive practices, needing various policies, including ongoing teacher education, so that inclusive education, including geographical one, becomes reality.