Formação docente inicial e experiências inclusivas no Curso de Geografia da UFCG.

Abstract

This work deals with the inclusive training and the contribution of university extension programs in the graduation course of geography of Universidade Federal de Campina Grande. The inclusion of disabled people in scholar space depends on the environment and adapted teaching materials, but mostly on capable professionals. Therefore, we started questioning the following: are the future teachers and, specifically, those from geography course, prepared to attend this people? What is the role of geography extension courses in preparing the graduates? From this problematization emerged our main goal that points to assess how structured was the geography graduates’ college program about inclusive needs through the extension program entitled “Workshops using literature and geography audio books for visually impaired students”. Furthermore, this paper aims: to identify how inclusive education had been consolidated by legal contributions and how the teachers’ graduations were impacted; to understand the characteristics of the visually impaired participating students; and verify in which way the extension program contributed to the graduates’ inclusive formation. The chosen methodology was the qualitative, using the participant research to apply surveys to the project participants. The analysis of the outcomes led us to conclude that the aforementioned project provided opportunities to the graduates and, if not for it, the extensionists would have had few chances or would not have had chances at all to experience the practice of inclusive education. Given these results, it becomes necessary to deepen the discussions and broaden such practices in geography graduation degree of UFCG, because even though a new discipline that deals with the subject was added to the curriculum, it is still not enough to attend the demand of the graduates.