O ensino de geografia na educação infantil para crianças com deficiência

Abstract

The study touches the matter of how the construction of geographical knowledge with handicapped children between the ages of zero to five works. The motivation to make this work was due to believing the great importance of approaching Geography in Children s Education. This work with included children in regular schools presents itself very premature and signals the need to research, study and contribute more. Through my own experience as an Elementary School teacher and seeing the diverse ways of working which I found, it s perceivable how important is the teacher s formation, as well as the capacity and involvement with new approaches. To know a little better the initiation process and the work developed with handicapped children, and what are the demands and the possible professional goals, we developed an internship in two municipal schools of Uberlandia where we could perceive that there has been an evolution when analyzing the Institutions that attend the children not only with providing space where they will be taken care of and can play freely, because we also perceived the understanding that it s a learning and stimulating space, of planned, directed and evaluated work. However, the Inclusion still happens in an ineffective way, leaving a lot of space to improve. It is in this sense of seeking new knowledge that we seek to advance.