TEACHING GEOGRAPHY THROUGH THE UNIVERSAL DESIGN OF LEARNING AT FEDERAL INSTITUTE OF PIAUÍ, CAMPUS ANGICAL

Abstract

When discussing Geography education today, especially in the pandemic context in which we live, we cannot help but think about school inclusion. This article aims to analyze the teaching of geography from the use of the Universal Learning Design (DUA) with students with intellectual disabilities presenting teaching practices. For this, a qualitative, descriptive approach was used as a methodology, which made use of documentary and bibliographic research. The activities as well as the student's interactions and impressions were recorded in a class diary. In order to research Geography education from the perspective of school inclusion, the DUA was used as a guiding inclusive strategy, as it brings the possibility of making the curriculum more flexible, providing a variety of options, based on the application of its principles and guidelines, for teaching everyone. The research showed that the DUA has a lot to contribute to school inclusion and inclusive geographic education, presenting an encouraging result regarding the schooling of a student with intellectual disabilities, being possible its application in other situations of disability both in the teaching of Geography, as in other subjects.