INCLUSIVE EDUCATION AND GEOGRAPHY TEACHING: TEACHING PRACTICE WITH 8TH GRADE STUDENTS WITH DISABILITIES IN A MUNICIPAL SCHOOL IN THE EAST ZONE OF MANAUS - AM

Authors

DOI:

https://doi.org/10.36026/rpgeo.v10i1.7333

Abstract

This work aims to analyze, from an inclusive perspective, how the teaching and formation of geographic thinking is understood by students with disabilities in the 8th year of Elementary School II at a municipal school, located in the Jorge Teixeira neighborhood, in the east zone of Manaus. Among the specific objectives, it aimed to: identify the number of students with disabilities enrolled in the school in the 2022 school year; point out the challenges of teaching practice for the development of geographic education by teaching classes to students with disabilities and promoting inclusive education; Enable methodologies that can contribute to the teaching-learning process of Geography for students with disabilities in the 8th year of elementary school II. The methodology used in the bibliographical research on Inclusive Education and Geography Teaching, the documentary research on Laws, decrees and parameters, the statistical research on spreadsheets of the number of students with disabilities served by the school in the academic year of 2022, and the field research that was developed through action research from the perspective of inclusive education with students with disabilities enrolled in the 8th year of elementary school II at a municipal school in Manaus in the 2022 school year. students enrolled in the institution and the methodologies used by the geography teacher in the process of including these students, because when approaching the teaching of geography in basic education, one must consider the methodologies of inclusion of students with disabilities to achieve the teaching and learning process.

Downloads

Download data is not yet available.

Author Biographies

Soraia Castro dos Santos, Universidade do Estado do Amazonas

Licenciatura plena em Geografia pela Universidade Federal do Amazonas (2011). Professora de Ensino Fundamental e Médio das redes municipal e estadual de ensino.

Fracilene Sales da Conceição, Universidade do Estado do Amazonas

Professora da Universidade do Estado do Amazonas-UEA, Curso de Licenciatura em Geografia da Escola Normal Superior-ENS. Mestra e Doutora em Geografia do Programa de Pós-Graduação de Mestrado e Doutorado em Geografia da Universidade Federal de Rondônia PPGG/UNIR. Graduação em Geografia pela Universidade Federal do Pará-UFPA. Membro do Laboratório de Gestão do Território - LAGET e do Grupo de Pesquisa "Gestão do Território e Geografia Agrária da Amazônia - GTGA/UNIR". Membro do Grupo de Pesquisa do Núcleo de Pesquisas Urbana e Regional-NPUR. Membro do grupo de pesquisa Ensino, Pesquisa Interdisciplinar e Sustentabilidade na Amazônia - EPISA, da UEA.

Downloads

Published

30/04/2023

Issue

Vol. 10 No. 1 (2023): EDIÇÃO ESPECIAL GEOGRAFIAS DA AMAZÔNIA BRASILEIRA

Section

Artigos

License

Copyright (c) 2023 Soraia Castro dos Santos, Professora Mestra Francilene Sales da Conceição

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This work is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internacional license.

Authors who publish in this journal agree to the following terms:

  •  Authors are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (ex, publishing in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
  • Authors are allowed and encouraged to publish and distribute their work online (ex.: in institutional repositories or on their personal page) at any point before or during the editorial process, as this can generate productive changes, as well as increase the impact and the citation of the published work (See The Free Acess Policy).