Training in Special and Inclusive Education in the Degree in Geography: A Study on the City of São Paulo

Abstract

The article presents an investigation on teacher training, specifically in elementary school (6th to 9th) and high school, based on degrees in geography in the context of special education. Our objective was to identify the possible reasons and/or gaps present in this training. For this work, a systematic bibliographic review of academic productions was used, in addition to relying on the literature on legislation, based on the declaration of Salamanca (1994), the LDB (1996) and other legislations. Next, we focus on the analysis of the curricula of 16 degree courses in Geography, in the city of São Paulo, observing the subjects offered in the context of inclusion. We noticed a growing movement in the academic production on the formation of geography teachers from the perspective of special and inclusive education from 2010, and that the curricular matrices observed are already more inserted and updated in the current legislation that promotes inclusion, in the formation of teachers of Basic Education at a higher level, in addition to the discipline of Libras. We conclude that there are advances in legislation and in public social debates, but they still do not support the school bases, failing to meet the demands of inclusion in education spaces.