O repensar indispensável na formação de professores de Geografia para atender alunos com necessidades especiais
DOI:
https://doi.org/10.46789/edugeo.v15i25.1428Palabras clave:
Inclusão, Educação, LicenciaturaResumen
El artículo destaca la importancia de formar profesores de geografía para satisfacer las necesidades especiales de los estudiantes, enfatizando la integración de la tecnología en la enseñanza y la promoción de prácticas inclusivas. La investigación revela la falta de preparación de los docentes para atender la diversidad de los estudiantes, especialmente aquellos con discapacidades y trastornos, señalando la escasez de proyectos y estrategias inclusivas en sus procesos de formación. La colaboración entre docentes, familiares y profesionales de la salud es esencial para promover la inclusión y el aprendizaje significativo de todos los estudiantes. Es necesario cambiar el paradigma educativo, proponiendo una formación más reflexiva y colaborativa, que proporcione recursos y tecnologías asistivas para ayudar en el proceso de inclusión. La articulación transdisciplinaria y la identificación de estrategias pedagógicas inclusivas son esenciales para garantizar una educación geográfica más equitativa y accesible. Por lo tanto, es urgente que las instituciones educativas prioricen la inclusión de prácticas pedagógicas orientadas a satisfacer las necesidades de los estudiantes con diversidad, apuntando a una educación geográfica más inclusiva y efectiva para todos los estudiantes.
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