TO TEACH ABOUT THE TERRITORY FROM THE PERSPECTIVE OF AN INCLUSIVE EDUCATION: GEOGRAPHIC REASONING AND TERRITORIAL CITIZENSHIP AS PART OF THE SOCIAL INCLUSION PROCESS

• DOI: 10.22533/at.ed.55821422310510

• Palavras-chave: Geography; Teaching; Citizenship; Inclusion

• Keywords: Geography; Teaching; Citizenship; Inclusion

• Abstract:

   Geography is an area of ​​knowledge that seeks to understand the spatial organization produced by human society, based on some analytical categories and its own principles. Such a possibility can help in the construction of a certain territorial awareness of/in human actions, illuminating one of the possible commitments of geography in an education from an inclusive perspective, where the idea of ​​inclusion would not only be in physical or motor issues, but also in law. and in the condition of conscious, intellectual and committed participation in the decisions of spatially based social problems. This article aimed to identify a possible meaning of what is the idea of ​​social inclusion, and therefore, what is to teach about the territory in the perspective of an inclusive education. Methodologically, the research was more analytical and of a qualitative and interpretative nature, involving a combination of a conceptual review of the literature and the collection and analysis of secondary data. The commitment of geography, within an inclusive teaching perspective, resides in a reflexive-problematic-integrated position of territories in permanent changes, addressing questions to these territories and thinking about possible answers, in an attempt to build what could be called a citizenship- territorial, an idea that faces a process of social inclusion.

• Número de páginas: 18