A formação do professor de geografia e os possíveis impactos na escolarização do aluno com deficiência em Água Branca – AL

Abstract

Educational inclusion faces constant challenges, requiring legislative and practical changes to reduce segregation and discrimination against people with disabilities in Brazil. In this context, teacher training is essential for teachers to respect, value, and meet students' different learning needs. However, this transformation is still ongoing, especially in specific disciplines, such as Geography. This paper analyzes the historical evolution of the concept of disability, the legal aspects of inclusion, and the insertion of students with disabilities in the school environment. In addition, it highlights the training of Geography teachers in university curricula, seeking to understand how scientific methods and professional development can contribute to a better education for these students, both in the early years of basic education and in high school. The research is based on a bibliographic review, analysis of official documents of Brazilian legislation, and the political-pedagogical project of the Geography course at the Federal University of Alagoas – campus Sertão, in Delmiro Gouveia. A survey of data on the impacts of inclusion was also carried out, comparing the number of enrollments of students with disabilities in basic education and higher education when they begin to have contact with more specific subjects, such as Geography.