TDAH, o desafio de incluir e a importância da formação do professor de geografia frente ao desafio da educação inclusiva

Abstract

The main purpose of this work is to dialogue on the importance of the formation of the geography teacher to act with pupils with ADHD, synthecizing how much it is important, the formation of this professional in the paradigms of the inclusive education and the necessity of this formation to work with the special education, to the time that is made analysis of the resume of the geography course, in order to know if in fact exists a proposal of formation of an apt professional for working front the these paradigms. The ways that had lead the research had been followed of documentary a bibliographical research and through the accomplishment of the reading of books, articles, dissertations, dialoguing with authors as Angels (2017), Fernandes (2006) Matoan (2003), Oliveira (2017), Pine (2010), Saints (2010). Through one it analyzes the resumes of the courses of degree in geography and pedagogy in the Institutions of Superior Education of Alagoas, perceived that in the geography courses they are not worked component curricular that they aim at on the ADHD, bringing in its matrices the special and inclusive education. what it results of this research is that the resumes of the geography courses do not assist so that the professional can this apt one to work with the special education, a time that its initial formation does not make use of methodologies specifies and adequate so that the teacher can work with pupils diagnosised with ADHD.