TEACHING GEOGRAPHY AND STUDENTS WITH AUTISM SPECTRUM DISORDER: AN ANALYSIS OF THE FINAL YEARS OF ELEMENTARY SCHOOL

Abstract

This article analyzes the inclusion process of students with Autism Spectrum Disorder (ASD) in Geography classes during the final years of elementary school, focusing on a public school in the municipality of Mauriti, Ceará, Brazil. Based on the guidelines of inclusive education and Brazilian legislation, the study discusses conceptions of autism, educational policies, and the challenges faced by teachers in building pedagogical practices that promote meaningful learning for these students. The research is grounded in a literature review on autism, inclusive education, and Geography teaching, articulating theoretical frameworks with a case study involving Geography teachers from a public school. Methodologically, it is a qualitative, descriptive study conducted through a semi-structured questionnaire applied to Geography teachers working in the final years of elementary education. The findings point to insufficient initial and continuing teacher education for working with autistic students, as well as the need for institutional support and adapted teaching resources. It is concluded that the effective inclusion of students with ASD in Geography classes requires investment in teacher training, curriculum flexibility, the use of active methodologies, and the strengthening of public policies for inclusive education.