Ajude-nos a compreender o espaço geográfico - manual pedagógico com orientações ao professor de aluno com autismo

Abstract

Authors within the scope of School Geography who focus on the study of the man-nature relationship have sought to understand the psychological factors of human development and learning that influence or interfere in the construction of geographic knowledge. These have been mobilized in an attempt to define teaching approaches that take into account the subjective and, therefore, singular dimensions that people in society establish with nature, aiming to think about innovative teaching practices that allow students with specific educational needs to be presented with the different aspects of education a geographical phenomenon. For this reason, it is proposed to contribute to the studies of the area, elaborating an educational product that subsidizes teachersof students with autism in teaching activities of School Geography, since findings resulting from the pedagogical experience reveal that these elementary school students have difficulties in assimilate key concepts of Geography. Based on this background, it is defined as a research problem to answer: How can Applied Behavior Analysis contribute to the teaching of Geography to students with autism who are in the early years of Elementary School? In order to contribute to the geographic education of studentswith autism, this work aims to: prepare an instructional manual containing theoretical and methodological guidelines on teaching Geography to students with autism in the early years of elementary school. The investigation makes use of the documentary and bibliographic analysis procedures. The documentary research sought to interpret the official education documents that deal with national and regional guidelines for the teaching of School Geography in the early years of Elementary School, being analyzed: the Common National Curricular Base (BRASIL, 2017) and the State Curricular Document do Rio Grande do Norte -Elementary School (RN, 2018). The bibliographic research aimed to survey the state of the art on the teaching of School Geography, the behavioral characteristics of Autistic Spectrum Disorder, the theoretical and methodological aspects of Applied Behavior Analysis and the technical and pedagogical guidelines for the preparation of didactic material. The research results allow us to list some possibilities in relation to the study question, since it presents evidence of how to adapt and use the Applied Behavior Analysis for teaching School Geography to students with autism. This evidence provided the theoretical basis for the preparation of the material Help us to Understand the Geographic Space -pedagogical manual with guidelines for the teacher of a student with autism. The research that is now presented, supported by the investigation and elaboration of educational products as the final work productfor the conclusion of a professional master's course, places GEOPROF as a postgraduate program that proposes to the Basic Education teacher to think about the teaching of geography anchored in inclusive practices that aim to include students who historically suffer from segregation in school settings