História e Geografia: uma análise do Ensino Fundamental I no contexto da educação inclusiva

Abstract

This study's guiding theme is the analysis and identification of teaching-learning methodologies that encompass the effective inclusion and accessibility of students with disabilities in the subjects of history and geography in Elementary School I classes. To this end, we will seek to align approaches taken from bibliographical research whose theoretical foundation is anchored in studies already carried out in the area. Therefore, the methodology adopted is bibliographic in nature with a qualitative approach, in order to ensure multiple and reflective results regarding the proposed proposal. The research is justified in that it seeks to analyze the organicity that permeates the history of education (mainly the context of the present day) and the vicissitudes of the school environment which, at first, present interdependence in the planning of amendments and guidelines accordingly. with the directives of the State which, in turn, in a second moment, will seek to correspond with the needs and demands of society. With this, it will be analyzed how history and geography teachers in elementary school I have developed their teaching techniques and methodologies within the context of inclusion and accessibility, including considering the existing legal framework that guides planning of class. As results analyzed, there is an urgent need for increases in the qualification of education professionals in relation to inclusive education, as well as the construction of models of educational experiences that have worked in order to create a guide for teachers who still They do not know how to act with classes that have students with physical and/or intellectual disabilities.