Educação Inclusiva, formação docente e ensino de Geografia

Abstract

The theme of this work is Inclusive Education and teacher qualification in its relationship with the Geography teaching. It aims to to find out the obstacles faced by Geography teachers with regard to their training to work in inclusive education for students with intellectual disabilities. A bibliographic review was acomplished on special education and public policies towards Inclusive Education. The material for analysis was collected on the Google academic platform using the keywords: "intellectual disability", "inclusion", "teacher qualification" and "Geography teaching". After a process of analysis and selection there has been included in our discussion, six scientific papers. The results point out that Inclusive Education has enhanced in relation to the initial qualification of Geography teachers to work in classrooms with students with intellectual disabilities, however the discussions on the theme must be augmented and the curricula of undergraduate courses need to be improved. Despite the importance of the free constant qualification, it is not provided by the public agencies. Due to the low remuneration, the teachers are led to increase the workload so that they can assume the expenses. It is clear that the debate about success or failure of inclusion is focused on the teachers' play-role. Nonetheless, this is not the only aspect to be observed. The school environments dynamics, as well as the influence of all professionals and structures that compose them, must be prepared for the care and involvement with students with intellectual disabilities in order to contribute to the effectiveness of the school inclusion process.