A inclusão do autista: análise de práticas pedagógicas no ensino da Geografia em escolas públicas na Região Metropolitana de Campina Grande-PB.

Abstract

The process of school inclusion requires numerous changes ranging from theoretical and practical to ideological. To think of an inclusive geography is to think of a future and a citizen formation capable of promoting egalitarian spaces. The issue under discussion is that in some cases social and pedagogical inclusion becomes just social integration. Therefore, the objective of this work is to analyze what kind of inclusion is being practiced in the educational environment, as well as to understand if there are inclusive pedagogical practices and if they are being effective for the teaching of geography. To accomplish this, a bibliographic survey was realized based on studies elaborated by ALEXANDRE (2017), ALMEIDA (2013), BATISTA (2016), MANTOAN (2006), MONTEIRO (2015) and other authors, besides the study of laws that underscore the importance of inclusion and the right of all to education, and a survey in three public schools located in the metropolitan region of Campina Grande PB, where five people were interviewed, one of them, a caregiver, two teachers from the AEE room and two geography teachers. As a result, it was noticed the negligence that still exists with the teaching focused on special education, considering that some PNEE students still feel excluded and we visualized some practices developed by the geography teachers always together with the teachers of the AEE. Finally, the importance of the dissemination of knowledge in the area of inclusive education was emphasized, enabling all those who make up the school environment and promoting moments that increasingly seek to break the existing prejudice, as well as encouraging pedagogical practices that include everyone, leaving of an integrative plan and meeting the inclusive.