O ensino de geografia no contexto dos professores de alunos autistas em escolas públicas e privadas na cidade de Teresina-PI

Abstract

Inclusive education is a process that over the years has been widely discussed and autism is a new, very relevant subject and is gaining ground in the new school reality. Geography, with innovation and multidisciplinarity, can become an ally, bringing strategies in order to promote the inclusion of students with autism. The realization of this study on the autism spectrum disorder arose from the need experienced in the elementary school classroom due to the first contacts with students with autism, resulting from the teaching work. With that, came the curiosity about how the geography teacher acts his teaching practice with autistic students? What is the school's participation in inclusive education? And how is the process of teaching Geography in the classroom for autistic students? The research aims to know the process and teaching and learning of Geography, from the practice of teachers of autistic students in the city of Teresina-PI. To characterize the theoretical-methodological and behavioral assumptions of the teaching-learning process of autistic students based on a bibliographic review; describe the teaching resources used by the Geography teacher in the classroom with autistic students; to verify how the Brazilian law of inclusion is applied in the practice of the teachers participating in the research and to suggest pedagogical strategies for teaching school Geography from the perspective of learning for autistic students. As for the methodology, the research is qualitative-quantitative, exploratory with bibliographic surveys, questionnaires with people who had or still have practical experiences with the researched problem and analysis of examples that stimulate the understanding of the subject addressed in the research. Data analysis showed the difficulty that teachers find when working with autistic students. Finally, this research comes with the purpose of showing what inclusive education is, bringing an understanding of autism and the teaching strategies of Geography and the legal bases that guarantee the inclusion of autistic students in school environments. It was understood that there is a need for a greater understanding of the disorder and, in this sense, teachers as well as schools must be aware of teaching strategies and mature the idea of inclusion of these students.