Proposta pedagógica para construção de conceitos cartográficos com estudantes com transtorno do espectro autista: caminhos da educação geográfica inclusiva.

Abstract

Freire stated that the reading of the world precedes the reading of the word. In alignment with this view, this study highlights the importance of spatial appropriation and the interpretation of the context in which individuals are embedded throughout their intellectual development. In this regard, school cartography fosters spatial autonomy, a process that begins in early childhood and should be continuously stimulated throughout the educational trajectory. To ensure the meaningful and inclusive learning of school cartographic concepts, it is essential not only to promote peer interaction and the development of spatial apprehension, comprehension, and representation—starting from the perception of lived space and advancing toward perceived and conceived space—but also to respect the singularities present in the classroom. This necessity stems from the inherent diversity among students, especially in light of the increasing presence of individuals with Autism Spectrum Disorder (ASD) in schools. This scenario underscores the need for inclusive practices and presents challenges to teachers, the majority of whom are not adequately prepared for such support. Students with ASD often experience difficulties in social interaction, in grasping abstract information, and may exhibit aversive behaviors to sensory stimuli, all of which require recognition and respect within the educational environment. Thus, this study aims to propose inclusive pedagogical practices involving the construction of cartographic concepts in lower secondary education, taking into account the specific characteristics of Autism Spectrum Disorder. This research adopts a qualitative methodology, which prioritizes the interpretation of information over numerical representativeness, as typically emphasized in the natural sciences. Furthermore, based on the author’s experience teaching students with ASD in mainstream education, the study presents a set of pedagogical proposals applicable to middle school classrooms. The findings also indicate a scarcity of studies addressing inclusive school cartography, revealing the need for further investigation in this field. In addition, the study highlights the importance of both initial and continuing education for Geography teachers, so they can understand the characteristics and potential of students with ASD and expand their knowledge to foster inclusive geographic learning. Therefore, the pedagogical proposals presented herein contribute to the professional development of educators committed to inclusive education.