Educação ambiental na educação infantil: oficinas interdisciplinares para a educação especial

Abstract

This research aims to develop, implement, and evaluate inclusive pedagogical strategies for teaching Science and Environmental Education to children with Autism Spectrum Disorder (ASD) in Early Childhood Education, also considering the continuity of this process within Specialized Educational Assistance (AEE). Grounded in the articulation between Environmental Education and Inclusive Education, the study is based on the understanding that pedagogical practices sensitive to the singularities of students who are the target audience of Special Education can foster more meaningful, accessible, and socially committed teaching and learning processes. The investigation is characterized by a qualitative approach, anchored in the analysis of pedagogical practices already experienced in the classroom and in AEE, in the identification of challenges present in Science teaching, and in the development of an Educational Product focused on an inclusive perspective. As part of the investigative process, pedagogical workshops on Environmental Education were developed with the purpose of expanding the participation, interaction, and learning possibilities of students with ASD, while respecting their specificities and potentialities. The research highlights that the approximation between Environmental Education and Inclusive Education constitutes a fertile field for the construction of pedagogical practices that promote not only socio-environmental knowledge, but also the development of cognitive, motor, communicative, and social skills. Thus, it can be concluded that the proposal of inclusive strategies and an Educational Product focused on Environmental Education may contribute to the strengthening of teaching practice and to the constitution of more inclusive school contexts committed to the integral development of children.