InterEspaço: Revista de Geografia e Interdisciplinaridade

Nota editorial: Inclusão nas Práticas de Ensino em Geografia

Irecer Portela Figueiredo Santos — 2025-12-15

Este número da InterEspaço reúne textos selecionados a partir do VII Encontro Regional de Práticas de Ensino em Geografia (EREPEG), evento que se constitui como um importante espaço de socialização científica, reflexão crítica e intercâmbio de experiências no campo do Ensino de Geografia. A última edição do EREPEG, realizada entre os dias 02 e 04 de julho de 2025, nas dependências da Universidade Federal do Maranhão (UFMA) em São Luís, teve como tema “Práticas geográficas: construindo saberes com inclusão”, o evento evidenciou a centralidade do Ensino de Geografia frente aos desafios contemporâneos da educação, especialmente no que se refere à construção de práticas pedagógicas voltadas à educação inclusiva.

The importance of the Individualized Educational Plan (IEP) and its application in the context of Geography teaching for High School students with low vision

Mariana Gomes Silva Reis — 2025-12-15

Low vision, or subnormal vision, is a type of visual impairment characterized by a partial reduction in vision, which can manifest in different ways. Therefore, it represents a challenge for the teaching of Geography, making it necessary to have methodologies and pedagogical practices that allow for a better understanding of geographical themes and that respect the individuality of each student, according to their abilities and limitations. In this context, the Individualized Education Plan (PEI) becomes an important tool to facilitate the learning and inclusion of students with various types of conditions and disabilities, including students with low vision. It is developed jointly by various professionals from a school and the family, based on the student's age, grade level, prior skills, and developmental level. Thus, this work analyzes its characteristics and potential in order to demonstrate its relevance for inclusive education of students with low vision in the subject of Geography. The methodology adopted is qualitative, with a theoretical foundation regarding the topics covered, such as pedagogical proposals for inclusion in Geography teaching and the relevance of the Individualized Education Plan (PEI). As a result, the importance and necessity of developing the PEI collaboratively, as well as its application in schools, becomes clear, with the aim of integrating low-vision students into learning processes and assisting their integration into society, making it an essential instrument for Brazilian geographical education, contributing to quality and inclusive education for all.

Citizenship and inclusion: from public policies to the rights of those involved

Vânia Regina Jorge da Silva — 2025-12-15

This article reflects a personal need to reflect on the process of school inclusion so that we can then discuss geography teaching. It is worth noting that in Brazil, until the 1990s, the history of educational services for people with disabilities was marked by segregation and/or social exclusion. Since then, educational policy has provided for the inclusion of all students in regular education, considering their distinct physical, linguistic, social, and emotional conditions. Although this represented a quantitative advance, we are still far from achieving quality education for all. Therefore, by integrating students with disabilities into regular schools and classes, we may be reinforcing processes of exclusion and segregation. Therefore, we ask some questions: How does thinking about citizenship reaffirm the needs of students with disabilities, but also of other agents in the intended inclusive teaching-learning process? What do public policies, in the form of laws, say? Based on these questions, we aim to consider the notion of citizenship as a key element for the process of school inclusion. Specific objectives include clarifying the difference between integration and inclusion; to discuss the notion of citizenship relevant to this issue; to highlight some intervening legislation. To this end, we intend to present our understandings regarding public inclusion policies in the form of laws; on inclusion and integration, taking Mantoan (2003), among other authors, as a reference; on disability according to Vygotsky (2011) when he explains defectology; regarding the notion of citizenship with Palma Filho (1998) and Manzini-Couvre (1991).

School Geography and Digital ICT: teachers’ experiences in building technology-mediated practices

Anoan de Araújo Medeiros — 2025-12-16

The use of Digital Information and Communication Technologies (DICT) has become a central
theme in debates concerning didactic and technological resources in schools. In the context of
Geography education, and considering an approach that fosters geographical reasoning and
citizenship, these technologies open up numerous possibilities for discussing geographical space,
enabling reflective learning and the transformation of reality. However, the effective integration of
DICT into everyday school life still faces challenges related to teacher training, school
infrastructure, and overcoming an education model based solely on traditional methods. Therefore,
this study aims to understand how Geography teachers in basic education perceive and use DICT
in schools, based on their experiences, the challenges faced, and the methodological strategies
developed. Methodologically, this is a qualitative research study grounded in the perspectives of
Geography teachers working in the final years of elementary and in secondary education in the
municipality of Caicó/RN, Brazil, through semi-structured interviews. Participants were
intentionally selected, considering their availability, willingness to collaborate, and work in the
municipal or state public school system. Data collection was carried out through a structured
questionnaire, applied digitally via Google Forms and/or WhatsApp. Data analysis was conducted
through a full reading and transcription of the responses provided. This research seeks to build a
critical reflection on the presence of DICT in school Geography, highlighting how teachers
incorporate these tools into their practice. As contributions, it aims to point out pathways for
strengthening continuing education and fostering innovative pedagogical practices, valuing teachers‟
voices and recognizing their experiences.

The teaching of Geography for students with ADHD: considerations on the state of the art

Girlane de Lima Santos — 2025-12-16

Considering that School Geography must engage in the collective challenge of inclusion, aiming to
contribute to the learning of all students, the following question arises for this study: what is the landscape of research in Brazil regarding the teaching of Geography to students with Attention
Deficit Hyperactivity Disorder (ADHD)? In response, within the framework of an ongoing
master's program, a qualitative investigation was structured, of the state-of-the-art type, with the
objective of surveying academic productions on the subject over the past decade (2015-2024). To
this end, searches were conducted in the databases: Google Scholar, Capes Journal Portal, SciELO,
BDTD, and repositories of Federal Universities; considering accepted scientific articles, final
papers, dissertations, or theses made available in full. The results indicate that, in general, the
findings highlight the unpreparedness of educators to address the theme of school inclusion for
students with ADHD, stemming from the absence or minimal emphasis on the topic in the
curricula of degree courses in Geography. The investigations also present various methodological
proposals and resources that can enhance the learning of these students. However, the survey also
revealed a gap in the assessment models employed, despite the increasing presence of this student
group in the school environment. Finally, the low academic productivity on the subject in recent
years raises questions regarding the effective inclusion of students with ADHD in Geography
classes and infers the urgency for conducting new related research.

Geographic and Environmental Education: educational strategies for the exercise of territorial citizenship in Maceió, Alagoas

Samuel Nunes da Silva — 2025-12-16

This study aims to analyze young people's perceptions of environmental problems in Maceió and
propose educational strategies that promote territorial citizenship. The investigation followed
qualitative and exploratory principles, combining documentary research, a literature review on
Geographic Education and territorial citizenship, and the implementation of the ―Nós Propomos‖
project carried out with high school students from a public school in Maceió, Alagoas. The main
authors guiding the study were Callai (2018), Castrogiovanni (2017), Cavalcanti and Souza (2014),
Cavalcanti (2023), Santos and Souto (2018), and Souto and Claudino (2019). The workshop
―Citizenship and Environmental Education in the Urban Space‖ fostered the development of
critical perspectives on lived space. Through the production of posters, photographic records, and
group discussions, students identified environmental problems in the school surroundings and
proposed simple yet meaningful interventions. Results indicate that the activity broadened their
sense of belonging, encouraging awareness of their responsibility in transforming their
environment. The collaborative pedagogical practice highlighted youth as active subjects within the
territory, reinforcing the importance of Environmental Education in citizenship formation. Many
students expressed interest in developing local improvement projects, demonstrating that critical
Geographic Education mobilizes knowledge and practices aimed at building more just and
sustainable urban spaces. Working on socio-environmental issues with public-school youth reveals
that these students sensitively perceive urban conflicts, underscoring the urgency of ecologically
balanced cities. Thus, Geographic Education transcends school walls, promoting a critical reading
of space and contributing to effective changes in social and environmental realities.

The use of iconography for teaching the category of Place in 6th-grade Geography textbooks and its relationship with the National Common Curricular Base – BNCC

João Pedro Moreira Soeiro — 2025-12-15

Iconography is conceived as a broad method to be explored by geography for the purpose of understanding and representing space, considering that it provides a sharp analysis of the symbolism present in the visual representations with which we are confronted. Accordingly, this study aimed to highlight how Iconography enables the teaching of Geography — specifically the category of Place in the final years of Elementary School — through the Geography textbook used at the University College of the Federal University of Maranhão. It correlates students’ perception of iconographic elements with the content of the textbook and their lived space, constituting a theoretical-level analytical investigation rather than a practical applied study. The research adopted Dialectical Historical Materialism as its methodological foundation, with a qualitative approach. Bibliographic and documentary data were collected, and the textbook used in the corresponding grade level and school was analyzed in order to determine whether the theme of iconography is present in the National Common Curricular Base (BNCC), within the Geography Curriculum Component, and in the classroom application of the subject. The study found that the way images are presented to students does not encourage a critical view of their living environment, which could otherwise foster the perception of place as a space of belonging.

Teaching practice and the use of ICT in the education of students in Special and Inclusive Education

Atácida Carlos dos Santos — 2025-12-16

This study presents partial results of a master’s research being developed in the Graduate Program in Geography (PPGEO) at the Federal University of Northern Tocantins. It investigates the application of technologies in Geography teaching within Multifunctional Resource Rooms (SRM) in Araguaína, Tocantins. Adopting a qualitative and participatory approach, the research seeks to understand how digital technologies can support the personalization of teaching and the development of skills in students with disabilities. The findings highlight significant challenges, such as the lack of teacher training, structural limitations, scarcity of technological resources, and inadequate professional preparation. These results emphasize the urgent need for public policies that promote teacher training and investment in assistive technologies. Based on data collected in 2024 and early 2025, this research contributes to the debate on educational inclusion and points to directions for improving pedagogical practices through the use of ICT.

Game, place and diversity: how students’ profiles influence geographical learning through playful methodologies

Jeferson da Silva Santos — 2025-12-15

This article examines how the sociocultural and demographic profile of 6th-grade students influences their appropriation of the concept of place in a didactic intervention that employs playful, game-based methodologies through the board game ―Encano e Encantos: movimentar para entender o lugar‖.The qualitative, case-study research was conducted in a public school located in the Encano neighborhood, in Indaial, southern Brazil, within the scope of the Professional Master’s Program in Geography Education (PROFGEO). Two questionnaires (pre- and post-game) were administered and participant observation was carried out during gameplay. Open-ended responses were analyzed using content analysis supported by a learning-level matrix for the concept of place, while closed-ended data were treated through descriptive statistics. Findings show that the class is highly heterogeneous in terms of age, origin, length of residence, and familiarity with games, which shapes different forms of engagement with the proposal. A shift was observed from less elaborated definitions toward more meaningful understandings of place, as well as changes in how students perceive their neighborhood and school. Question cards emerge as the core element of didactic mediation. The study concludes that the game can broaden and reframe students’ spatial experiences when articulated with intentional teacher mediation.

The Geography Teaching Laboratory of the Federal University of Campina Grande as a practice of Inclusive Geographic Education

Ivanalda Dantas da Nóbrega — 2025-12-16

Higher education has distinct intersecting and interdependent pathways: teaching, research, and outreach. We present experiences from the Geography Undergraduate Programs at the Federal University of Campina Grande (UFCG), as experienced in the organization of the Geography Teaching Laboratory (LAEG) at the Center for Humanities. The Laboratory's activities are based on the intertwining of the University's core interests, which we call a tripod, but which we perceive as inseparable. Over the past decade, this Laboratory has been implementing geographic education initiatives from an interdisciplinary, intersectional, and inclusive perspective, enhancing the debate on inclusive education. The methodology involves photographic and historical surveys, systematization of information from the Laboratory, observation of visitor's notebooks, cataloging of materials present in the laboratory, semi-structured interviews with students of the Bachelor's Degree in Geography, at UFCG, in order to verify how the mentioned laboratory has been collaborating in academic training in Geography, as well as in the continuing education of teachers of the Professional Master's Degree in the National Network in Geography PROFGEO, as well as with the external community, from Basic Education to Higher Education, from other Higher Education Institutions (IES) that continually carry out visits to this educational space. The research covers the period 2018 to 2025, and the bibliographic reference includes authors who discuss geographic education, outreach, inclusive education, and academic and continuing teacher training. The results highlight the importance of this laboratory's work in academic and continuing teacher training, as well as in providing internal and external services to the academic community, contributing above all to the development of subjects, according to the premises of geographic education and inclusive education.

The interface between Geography, cinematographic language and graphic representations: methodological proposals for school teaching

Rosimary Gomes Rocha — 2025-12-15

Teaching and learning in Geography require practices that favor the understanding and critical analysis of reality. For that, the adoption of innovative and dynamic methodologies is fundamental, capable of promoting institutional knowledge that stimulates the continuous creation of new ways of interpreting the world and producing knowledge. The integration of Geography teaching with other areas of knowledge and with diverse languages, such as cinema, the arts, games, and cartography, expands students' ability to read and understand lived space. This interdisciplinary dialogue enables the recognition of oneself and others as subjects embedded in a social context, favoring resignifications that nurture the development of critical and reflective ideas. This study discusses this approach based on bibliographic references and the results obtained with the PIBID (Institutional Scholarship Program for Teaching Initiation) of the Human Sciences/Geography course at UFMA, developed in schools in Grajaú. It concludes that these teaching-learning strategies are adequate and effective, contributing significantly to the students' education.