CARMO, Ricardo Silva do.
Resumen:
We know that nowadays it is of fundamental importance to include people with disabilities and limitations in everyday school life, guaranteed conditions for their access, permanence and participation in the construction of knowledge, considering that this is an audience that has occurred without precedent. Although, we see great difficulties in materializing inclusive education in most educational institutions. All this can be attributed to the great diversity and heterogeneity of the national territory, which may be a limiting factor for the advancement of education policies in a linear way in all regions. However, it is necessary to overcome all barriers, considering that education is everyone's right. In this work, we have as a general objective, to analyze the challenges and restrictions faced by the teaching of geography in the perspective of inclusive education at EEF José Gustavo Pinheiro Torres. For that, we used field, documentary and bibliographical research as a methodological procedure in search of achieving the proposed objectives. We know that for education to be effective, several efforts are necessary, such as: the introduction of policies that support institutions, the intuition of spaces, the introduction of resources for the development of methodologies, and contributions to professional training so that they meet all the particularities of an classroom. Given this, we propose to analyze the challenges and limitations that Geography teaching has faced from the perspective of inclusion. Having predicted that a large number of individuals who lived on a larger support, due to their physical, psychological and social conditions. Taking as a starting point, that the theme of inclusive education is much discussed, we were interested in investigating its materialization in educational institutions, in this case, at EEF José Gustavo Pinheiro Torres.
