TEACHING GEOGRAPHY AND THE DEVELOPMENT OF GEOGRAPHIC REASONING OF STUDENTS WITH INTELLECTUAL DISABILITIES
This article presents the result of a systematic literature review, whose objective was to analyze the research that addresses discussions about the teaching and learning of Geography, in addition to the development of Geographical Reasoning for students with intellectual disabilities. To carry out...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Cenas Educacionais |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:revistas.uneb.br:article/15631 |
| Acesso em linha: | https://www.revistas.uneb.br/cenaseducacionais/article/view/15631 |
| Access Level: | acceso abierto |
| Palavra-chave: | Geography teaching Geographical reasoning Intellectual disability Inclusion Enseñanza de la Geografía Razonamiento geográfico Discapacidad intelectual inclusión Ensino de Geografia Raciocínio Geográfico Deficiência Intelectual Inclusão |
| Resumo: | This article presents the result of a systematic literature review, whose objective was to analyze the research that addresses discussions about the teaching and learning of Geography, in addition to the development of Geographical Reasoning for students with intellectual disabilities. To carry out the investigation, we adopted the review of articles and dissertations with a qualitative approach, published from 2008 to 2021, available in the Brazilian Digital Library of Theses and Dissertations (BDTD), CAPES Periodicals Portal and Google Scholar. To locate the works, the following descriptors were used: "Geography Teaching", "Geographical Reasoning", "Intellectual Disability" and "Inclusion". With the application of relevance tests, the data were analyzed from an approach inspired by Laurence Bardin's content analysis (2016). Thus, it was concluded that the discussions on the thematic cut, in general, signal a latent demand for studies in this area, as well as proposals for educational practices that enable the inclusion of students with intellectual disabilities in the teaching of Geography and, consequently, in the development of Geographical Reasoning. |
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