INCLUSION AND SUSTAINABILITY

INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES

Abstract

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.