INCLUSION AND SUSTAINABILITY
INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
Visualizações: 42DOI:
https://doi.org/10.56579/rei.v6i4.1653Keywords:
Elementary School, Pedagogical practices, InclusionAbstract
The pedagogical approach aimed to develop interdisciplinary actions focused on the creation, monitoring and development of a school garden, depending on the need to deepen basic knowledge and skills necessary for the continuity of the learning process, as well as promoting the inclusion of students with Spectrum Disorders Autistic (ASD), in a regular teaching class. Initially it was designed to teach Portuguese Language and Mathematics curricular content to a 4th year class and expanded to other areas, such as Science, History and Geography. This is a qualitative study with a participatory and exploratory approach. The proposal stood out for offering a differentiated, meaningful and integrated approach, while also considering the learning gaps of the class and students with ASD, in addition to traditional subjects. This approach is aligned with the ideas of Chassot (2000), Jacobi (2003, 2005), theorists who defend a contextualized and meaningful scientific education for all students. It was observed that the majority of students acquired the knowledge related to the curricular subjects, mainly due to the practical usefulness of the content in the garden and the theoretical-practical work carried out. Students applied the knowledge constructed in everyday situations, facilitating understanding of the world and human actions towards the environment.
Downloads
References
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018.
BRANDÃO, Carlos Rodrigues. A pesquisa participante e a participação da pesquisa: um olhar entre tempos e espaços a partir da América Latina. In: BRANDÃO, Carlos Rodrigues; STRECK, Danilo Romeu (Orgs.). Pesquisa participante: a partilha do saber. Aparecida, SP: Ideias & Letras, 2006a, p. 21-54.
CHASSOT, A.. Alfabetização científica: questões e desafios para a educação. Ijuí: Unijuí, 1ª ed. 2000, 434 p.
GIL, A. C.. Como elaborar projetos de pesquisa. 5. São Paulo: Editora Atlas S.A., 2017.
GONTIJO, C. M. M.. Alfabetização: a criança e a linguagem escrita. 1. ed. Campinas: Editora e Autores Associados, 2003. v. 1. 155p.
JACOBI, P.. Educação ambiental, cidadania e sustentabilidade. Cadernos de Pesquisa, n. 118, p. 189–206, mar. 2003.
JACOBI, P.. Sustentabilidade ambiental, consumo e cidadania. Ambiente & Sociedade, v. 9, n. 1, p. 183–186, jan. 2006.
MINAYO, M. C. de S.. O desafio do conhecimento: pesquisa qualitativa em saúde. 14ª edição. São Paulo: Hucitec Editora, 2014.
SCHWARTZ, C. M.. Alfabetização: teoria e prática. Curitiba, PR: Sol, 2009.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Interdisciplinary Studies Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
A Revista Estudos Interdisciplinares adota a licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), que possibilita o compartilhamento e a adaptação do trabalho, incluindo fins comerciais, desde que seja feita a atribuição adequada e seja reconhecida a publicação original nesta revista.