O USO DO MAPA CONCEITUAL NA FORMAÇÃO INICIAL DO PROFESSOR DE GEOGRAFIA FRENTE À EDUCAÇÃO INCLUSIVA.

The challenges faced when including students with Special Education Needs (SEN) in basic education of Geography have been the focus of discussion not only within the educational institutions, but in different segments of the society. The purpose of this paper was to reflect about the process of inclusion of students with Special Education Needs in basic education schools. The aim was to evaluate the contribution of the use of a Conceptual Map as an evaluation instrument for the preparation and initial formation of geography undergraduate students focused on Inclusive Education. Based on the interpretation and analysis of the results, it was observed that when the activities were developed in groups and the professor was part of the process being responsible for a pedagogical mediation in all stages of the development of the analytical instruments, better results were obtained. Finally, the research was concluded observing that it is necessary for the geography undergraduate student to understand the considerable influence of their pedagogical activities in the intellectual and personal development of their students. It is also important to recognize the teacher's preparation as a necessary and important moment which is going to result in an update of theoretical and scientific knowledge, promoting the recognition of the school and its social function. [ABSTRACT FROM AUTHOR]