Geographical Science in the Context of School Inclusion: Research Pathways and the Creation of Materials as a Teaching Tool

Introduction: The study analyzed the application of Inclusive Education in Geography classes, promoting meaningful learning and active student participation. Inclusive pedagogical materials were produced, and field research was conducted, integrating geographic concepts and accessibility. The experience demonstrated greater student engagement and emphasized the integration of education, space, and society. Objectives: To investigate pedagogical strategies for including students with disabilities in Geography classes. To develop teaching materials that encourage participation and active learning. Theoretical Framework: The research is based on the Brazilian Inclusion Law (13.146/2015) and studies on critical Geography and inclusive education. It also considers authors who address playfulness and student protagonism in learning. The study highlights the importance of contextualizing geographic content with real social and spatial experiences. Method: Bibliographic research and practical application in the classroom were conducted, including field activities and the creation of inclusive pedagogical materials. Results: Students showed increased engagement and understanding of geographic content. Tactile maps, inclusive games, and interactive posters were produced. The activity encouraged student protagonism and reflection on accessibility and social inclusion. Implications of the Research: The experience demonstrates the relevance of Inclusive Education in teacher training and meaningful learning. It contributes to the development of conscious and participatory citizens. It reinforces the need for active and contextualized teaching methodologies in schools. Originality: The study integrates Geography, inclusion, and playfulness in a practical and innovative way. It proposes pedagogical strategies that can be replicated in different school contexts.