Geography teachers and students with ID: between inclusion and teaching practice in municipal schools in Dourados (MS)

Abstract

This text is part of a master's dissertation research carried out in 2019 and accomplished in 2021, at the Post-Graduation Program in Geography at the Federal University of Grande Dourados (PPGG/UFGD). The research had as one of the objectives to understand the day-to-day teaching in the classroom of geography teachers who have students with Intellectual Disabilities enrolled in their groups. The relevance of this work is given by the right to education for students with ID in regular schools since the National Policy of Special Education/2008 and the Brazilian Law of Inclusion/2015, which brought visibility and dignity to those who previously lived segregated in philanthropic institutions or special classes. In this way, we highlight aspects about the teaching of geography and the opinion of teachers from municipal schools in Dourados (MS) who report their experiences regarding the inclusion of students who have Intellectual Disabilities, as well as the practices they develop in the teaching-learning processes involving those students and others without disabilities.