O papel do ensino de geografia no processo de inclusão do autista na educação infantil

Abstract

The present work brings pertinent approaches to the educational field. Taking into account the social transformations, and paying attention to the need to discuss about the inclusion of patients with autistic syndrome, besides seeking to promote the reflection of the teacher's role and their practices. The text defends the recognition of geography teaching as a fundamental discipline in the teaching-learning process and in the formation of autonomous subjects and citizens participating in a society. The study focuses on the cognitive appropriation of topological notions and the construction of significant spatial relationships in the process of building autonomy in children with autistic syndrome. The comprehension of the geographical and cartographic field through the pedagogical, didactic and playful resources assume relevance in the text because, it promotes to the children mainly those diagnosed with autistic spectrum disorder (ASD) to understand their spaces of experience. I want to share with professionals’ suggestions of content and procedures by describing experiences.