Educação geográfica inclusiva: a ação pedagógica do professor no processo educativo de alunos com necessidades educacionais específicas.

Abstract

Educational inclusion, especially with regard to students with Specific Educational Needs (SEN), has occupied a prominent position in academic discussions, aiming at valuing diversity and universal access to quality education. In this context, the school assumes the role of a transformative space, promoting citizenship and a sense of belonging among students with SEN. However, challenges still persist, such as the lack of adequate training, the precariousness of pedagogical resources and attitudinal barriers. In this scenario, this study aims to analyze the role of the pedagogical actions of Geography teachers in the inclusion of students with specific educational needs at the Maria do Carmo Gonçalves Municipal Elementary and Preschool School, in Bom Jesus - PB. To achieve this goal, the following specific objectives were established: a) to identify the contribution of the pedagogical practice of the Geography teacher to the inclusion of students with SEN; b) to reflect on the policies and laws of inclusion in the teaching-learning process; c) discuss the resources and training that Geography teachers receive to promote inclusion; and d) Draw up proposals to promote inclusion in Geography teaching. A qualitative approach was used, with two main methodological strategies: bibliographical survey and field study. The bibliographical survey included the analysis of books, scientific articles, legislation and official documents that support discussions on educational inclusion and pedagogical practices. The field study was carried out at the aforementioned school, so that, for data collection, semi-structured interviews were conducted with two Geography teachers who work in the final years of Elementary School. The content analysis method was applied to interpret the teachers' statements, highlighting the practices, challenges and perceptions related to the inclusion of students with SEN. It was evident that, although teachers recognize the importance of educational inclusion, they still face difficulties, especially with regard to adequate training and the availability of adapted pedagogical and technological resources. It was found that the adoption of Universal Design for Learning (UDL) represents a possibility of curricular adaptation capable of favoring accessibility and participation of all students in Geography teaching. However, it is also highlighted that the implementation of inclusive pedagogical practices depends on the support of school administrators, the provision of continuing education for teachers and the provision of adequate assistive resources. It is concluded that the inclusion of students with SEN in Geography teaching requires coordinated actions between teachers, administrators and public policies. It is therefore necessary to promote continuing teacher training and expand access to assistive technologies, guaranteeing quality education and equity for all students. In this way, inclusive teaching practices become fundamental to building a truly inclusive and transformative school.