Prática de ensino em geografia e a educação inclusiva: os desafios e as possibilidades na sociedade contemporânea

Abstract

School Geography plays a fundamental role in the formation of citizenship and in the inclusion of students in the school environment. This article aims to understand the relationship between the participation of teachers in PIBID and the impact of this participation on their school practices towards students with disabilities. The concepts that guide this study are: teaching of Geography, with emphasis on the works of Cavalcanti, Barbosa, Pontuschka, Paganelli and Cacete; inclusive education, based on Mantoan studies; and, contemporary context, school and information and communication technologies, with the contribution of Libâneo studies. A documentary analysis of Federal Constitution and the National Policy on Special Education in the Perspective of Inclusive Education (PNEEPEI), 2008) was carried out. The research includes interviews with three teachers who work in the state public network of Ceará, teachers who graduated from the Geography/Licentiate/UFC course and former Pibidians. The results show the relevance of PIBID in teacher training and highlight the importance of didactic materials in the diversification of teaching strategies, promoting inclusion in the learning process. Finally, the article presents some reflections on the empirical data, highlighting essential aspects of the relationship between Geography teaching and inclusive education.