The role of the Geography teacher in continuing education: contributions and experiences in the construction of a Geography of inclusion

Abstract

This research aims to understand how inclusive education has been implemented in the teaching of geography in the municipal elementary school menino Jesus, in the city of riachao-pb. In addition, we seek to verify the difficulties and experiences faced by geography teachers and know what methodologies are being used in classes to meet students with pervasive developmental disorder - PDD and people with disabilities - PWD. For this, in methodological terms we rely on the assumptions of qualitative research and field research. As a result we highlight that the research subjects signal the existence of gaps in initial training and also continuing on the practice of an inclusive education. Therefore, we conclude that teacher education is a continuous, permanent and constant process, which requires patience, dedication and experience. It is also necessary to have an architectural accessibility, with the structural and functional organization of schools. In addition, there should be a school team to support teachers and students, with managers and specialized professionals such as teachers of the specialized educational service room - aee. Therefore, inclusive education is walking in small steps, because there is still a long way to be improved by educational policies, given that being an inclusive teacher requires choice, training and adaptation.

Keywords: Inclusive education; Geography of inclusion