Aprender geográfico pela diversidade do espectro autista: estudo de caso na prática do ensino fundamental em escola no Tabuleiro do Martins Maceió Alagoas

Abstract

Education transcends the scope of school institutions and penetrates all aspects of human daily life, becoming the main way of understanding the world and learning that takes shape by the social being. This paper presents the results of a case study developed by the pedagogical practice experienced with sixth grade school group. The objective was to conduct a case study on the experience in dealing with differences in teaching geography to a group with the presence of an autistic spectrum student, in a school in Tabuleiro do Martins, in Maceió, Alagoas. The hypothesis was that geographic education by stimulating the look at difference, creates an open and inclusive space favorable to students to overcome the daily challenges and recognize precisely the place of TEA in the school universe. The methodology, retakes the criterion of Specialized Educational Service in Basic Education (SESBS), considering to trigger a pedagogical practice that was entitled: "Geographical Experience Activated by Autism Spectrum Disorder" (GEAASD) allowing to structure lesson plans that fit, in a stimulating way to the inclusion of (a) student (a) with ASD; procedure explores the possibilities of the curricular component that corresponds to Geography, according to the BNCC. Results of the study were based on the EGATEA approach, which favored the construction of an experiment with a look, particularly inclusive, that could produce diverse and particular geographic spaces and times. For this, a brief protocol was established called the EGATEA Route of Special Loving Attention, which consisted of three steps: recording the context, observing the plan in action, experiencing special geographical loving attention. The case observed was specifically in a class, whose activity had its theme the Nucleus of the Earth; consisted of stages of realization and from the making of a model of our planet to the presentation of the result that was quite satisfactory by the stimulation and participation of the entire classroom, particularly the person with autism spectrum. Conclusion, from what was the challenge and experience, it is concluded, among other things, that implementing inclusive teaching actions requires an effort and loving in pedagogical practice; for this, it would not be necessary, only that teachers should move plans if not that mobility should be of the whole structural basis, such as the duty of schools to adapt to individual needs and public policy guidelines, for an egalitarian education, experience and lived with respect and love to the student.