Moreira, Marianna FernandesCanuto, Solange Alves2024-12-102024-12-102024-09-12CANUTO, Solange Alves. A geografia nos anos iniciais: construindo ferramentas para práticas inclusivas de alunos com transtornos de leitura e escrita em escolas de Caicó - RN. Orientadora: Dra. Marianna Fernandes Moreira. 2024. 151f. Dissertação (Mestrado Profissional em Geografia) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/60828The object of this study was the inclusion of students with reading and writing disorders (with or without a medical report) in geography classes in the initial years (Elementary Education), our research problem focuses on how the first geographic knowledge should be introduced in children with reading and writing difficulties? Will it be possible to teach literacy to students who present these characteristics based on reading the medium? What educational resources are needed to do so? In this scenario, the general objective was defined: Analyze the contributions of geographic knowledge to the literacy of children with reading and writing difficulties in the context of educational inclusion in the first phase of Elementary School. The specific ones: Review the literature on the teaching and learning processes of students with reading disorders, relating it to the contributions of geographic knowledge to expanding language and reading the world. Identify the difficulties faced by teachers in the first phase of elementary school regarding students with reading and writing disorders. Systematize suggestions for activities for teaching geography, considering the difficulties in the teaching-learning process for students with reading and writing disorders in the first phase of Elementary School, based on the literature review and the teachers' views; It is justified by the interdisciplinarity of the Geography subject in the initial grades, which is taught by multi-purpose teachers who do not master the specific contents of the Geography subject and are designed to teach it to children who are in the process of developing reading and writing. The theoretical framework and didactic approach covers the relationship between geography and inclusive education; education and reading and writing disorders. The materials and methods portray the context and subjects of the research, the technical procedures carried out, the application of questionnaires followed by data analysis and subsequent construction of the educational product: Guidance Manual. The results confirmed the problem presented and indicate how difficult it is for teachers to develop work with the territory category, which is listed in the construction of the Guidance Manual resulting from this research, which aims to assist teaching work in the geography discipline by pointing out methodological interventions within didactic sequences, hoping contribute significantly to inclusion.Acesso AbertoGeografiaInclusão escolarTranstorno de leitura e escritaEnsino de GeografiamasterThesisCNPQ::CIENCIAS HUMANAS::GEOGRAFIA