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O contributo da Geografia para uma Educação Inclusiva: uma experiência didática no ensino da população no 8º ano de escolaridade
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Authors
Abstract(s)
Atualmente o ensino da Geografia ocorre num mundo em constantes mudanças sociais,
económicas e políticas, acresce a estas mudanças a diversidade do fenótipo da população
estudantil do sistema de ensino português, reflexo de uma era de movimentos
populacionais em massa, ao qual a escola não está alheia. Desde a ocorrência de
movimentos civis, um pouco por todo o mundo, a preparação do ensino para o
acolhimento e formação de todos os jovens tornou-se uma exigência, em constante
evolução desde a integração à mudança de paradigma lançada pela inclusão. A construção
do ensino inclusivo tem sido um motor para a melhoria da qualidade do ensino por toda
a parte. Tal coloca aos professores de Geografia o desafio de formar os jovens de hoje em
futuros cidadãos democráticos e inclusivos, decisores em prol do bem comum,
preocupados com a sociedade como um todo.
Este trabalho desenvolveu-se numa abordagem de projeto de autonomia e flexibilidade
curricular pautado pela interdisciplinaridade, com recurso à diversificação de
instrumentos para recolha de informação. Recorrendo reflexões teóricas sobre a
importância da disciplina de Geografia no currículo do ensino português, os desafios e
contributos da disciplina no incentivo à educação inclusiva, através do estudo do tema da
“População e Povoamento", na turma D do 8.º ano de escolaridade, da Escola Básica de
Vale de Milhaços.
Os resultados deste trabalho evidenciam o potencial formativo da disciplina de Geografia
para o fortalecimento do pensamento geográfico, bem como a sua reflexão a nível
atitudinal dos jovens individualmente e coletivamente, ao nível da formação de cidadãos
inclusivos.
O trabalho desenvolvido possibilitou aos alunos a construção do seu conhecimento sobre
os conteúdos desenvolvidos e, através do trabalho cooperativo, promoveu-se o respeito
pela diversidade, espírito de grupo e, consequentemente, o entendimento de que todos os
jovens têm o seu lugar no sistema de ensino.
Nowadays the teaching of geography occurs in a world undergoing constant social, economic and political changes. To this, we can add the phenotype diversity of the student population of the Portuguese educational system, a reflection of an era of mass population movements to which school is not indifferent. Since the occurrence of civil movements, a little all over the world, that the preparation of teaching for the welcoming and education of all young people has become a requirement which is constantly evolving from integration to the paradigm shift launched by inclusion. The construction of inclusive education has been an engine for the improvement of the quality of education everywhere.This sets geography teachers with the challenge of educating today’s young people as future democratic and inclusive citizens, decision makers for the common good, concerned with society as a whole. This work has been developed on an approach of the autonomy and curricular flexibility project guided by interdisciplinarity and using a diversification of instruments for collecting information. Theoretical reflections on the importance of geography in the Portuguese teaching curriculum have been used, along with the challenges and contributions of the discipline in encouraging inclusive education through the study of the theme of “Population and Settlement” in class D of the 8th grade from Escola Básica de vale de Milhaços. The results of this work highlight the formative potential of the geography discipline for strengthening geographic thinking, as well as its reflection on the attitudinal level of young people individually and collectively, in terms of training inclusive citizens. The developed work enabled students to build their knowledge about the developed contents. Respect for diversity and group spirit were promoted trough cooperative work and, consequently, the understanding that all young people have their place in the education system.
Nowadays the teaching of geography occurs in a world undergoing constant social, economic and political changes. To this, we can add the phenotype diversity of the student population of the Portuguese educational system, a reflection of an era of mass population movements to which school is not indifferent. Since the occurrence of civil movements, a little all over the world, that the preparation of teaching for the welcoming and education of all young people has become a requirement which is constantly evolving from integration to the paradigm shift launched by inclusion. The construction of inclusive education has been an engine for the improvement of the quality of education everywhere.This sets geography teachers with the challenge of educating today’s young people as future democratic and inclusive citizens, decision makers for the common good, concerned with society as a whole. This work has been developed on an approach of the autonomy and curricular flexibility project guided by interdisciplinarity and using a diversification of instruments for collecting information. Theoretical reflections on the importance of geography in the Portuguese teaching curriculum have been used, along with the challenges and contributions of the discipline in encouraging inclusive education through the study of the theme of “Population and Settlement” in class D of the 8th grade from Escola Básica de vale de Milhaços. The results of this work highlight the formative potential of the geography discipline for strengthening geographic thinking, as well as its reflection on the attitudinal level of young people individually and collectively, in terms of training inclusive citizens. The developed work enabled students to build their knowledge about the developed contents. Respect for diversity and group spirit were promoted trough cooperative work and, consequently, the understanding that all young people have their place in the education system.
Description
Keywords
Ensino inclusivo Flexibilidade curricular População Aprendizagens Essenciais Geografia