INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES

Detalhes bibliográficos
Autor(a) principal: Cosmo, Jolimar
Data de Publicação: 2024
Outros Autores: Sartorio, Fernando Domingos Vieira, Louzada, Marciane Cosmo, Pinel, Hiran
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudos Interdisciplinares
Texto Completo: https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/1653
Resumo: 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.
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spelling INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ESINCLUSIÓN Y SOSTENIBILIDAD: PRÁCTICAS PEDAGÓGICAS INCLUSIVAS EN UNA CLASE DE EDUCACIÓN REGULAR DE VITÓRIA/ESINCLUSÃO E SUSTENTABILIDADE: PRÁTICAS PEDAGÓGICAS INCLUSIVAS NUMA TURMA DE ENSINO REGULAR DE VITÓRIA/ESEnsino FundamentalPráticas PedagógicasInclusãoInclusãoPráticas PedagógicasElementary SchoolPedagogical practicesInclusionInclusionPedagogical PracticesEducación PrimariaPrácticas PedagógicasInclusiónInclusiónPrácticas PedagógicasThe 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.El enfoque pedagógico tuvo como objetivo desarrollar acciones interdisciplinares centradas en la creación, seguimiento y desarrollos de un huerto escolar, conforme a la necesidad de profundizar conocimientos básicos y habilidades necesarias para la continuidad del proceso de aprendizaje, así como promover la inclusión de estudiantes con Trastornos del Espectro Autista (TEA) en una clase regular. Inicialmente fue concebido para enseñar contenidos curriculares de Lengua Portuguesa y Matemáticas a una clase de 4º año, y luego se amplió a otras áreas como Ciencias, Historia y Geografía. Se trata de un estudio cualitativo de enfoque participante y exploratorio. La propuesta se destacó por ofrecer un enfoque diferenciado, significativo e integrado, al mismo tiempo que consideraba las brechas de aprendizaje de la clase y de los estudiantes con TEA, más allá de las disciplinas tradicionales. Este enfoque está alineado con las ideas de Chassot (2000), Jacobi (2003, 2005), teóricos que defienden una educación científica contextualizada y significativa para todos los estudiantes. Se observó que la mayoría de los estudiantes se apropiaron de los conocimientos relacionados con las disciplinas curriculares, principalmente debido a la utilidad práctica de los contenidos en el huerto y al trabajo teórico-práctico realizado. Los estudiantes aplicaron los conocimientos construidos en situaciones cotidianas, facilitando la comprensión del mundo y de las acciones humanas hacia el medio ambiente.A abordagem pedagógica objetivou desenvolver ações interdisciplinares centradas na criação, acompanhamento e nos desdobramentos de uma horta escolar, consoante à necessidade do aprofundamento de conhecimentos básicos e habilidades necessárias para a continuidade do processo de aprendizagem, bem como promover a inclusão de estudantes com Transtornos do Espectro Autista (TEA), em turma regular de ensino. Inicialmente foi concebida para ensinar conteúdos curriculares de Língua Portuguesa e Matemática para uma turma de 4º ano e ampliada para outras áreas, como Ciências, História e Geografia. Trata-se de um estudo qualitativo de abordagem participante e exploratória. A proposta destacou-se por oferecer uma abordagem diferenciada, significativa e integrada, ao mesmo tempo em que considerava as defasagens de aprendizagem da turma e dos estudantes com TEA, para além das disciplinas tradicionais. Essa abordagem está alinhada com as ideias de Chassot (2000), Jacobi (2003, 2005), teóricos que defendem uma educação científica contextualizada e significativa para todos os estudantes. Observou-se que a maioria dos estudantes apropriou-se dos conhecimentos relativos às disciplinas curriculares, principalmente devido à utilidade prática dos conteúdos na horta e ao trabalho teório-prático realizado. Os estudantes aplicaram os conhecimentos construídos em situações cotidianas, facilitando a compreensão do mundo e das ações humanas para com o meio.Editora CEEINTER2024-11-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/165310.56579/rei.v6i4.1653Interdisciplinary Studies Journal; Vol. 6 No. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-18Revista de Estudios Interdisciplinarios; Vol. 6 Núm. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-18Revista de Estudos Interdisciplinares ; v. 6 n. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-182674-870310.56579/rei.v6i4reponame:Revista de Estudos Interdisciplinaresinstname:Centro de Estudos Interdisciplinares - CEEINTERinstacron:CEEINTERporhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/1653/1384Copyright (c) 2024 Revista de Estudos Interdisciplinares https://creativecommons.org/licenses/by/4.0/deed.pt-brinfo:eu-repo/semantics/openAccessCosmo, JolimarSartorio, Fernando Domingos VieiraLouzada, Marciane CosmoPinel, Hiran2024-11-05T22:55:28Zoai:ojs.pkp.sfu.ca:article/1653Revistahttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinarPRIhttps://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/oaiceeinter01@gmail.com || atendimento@ceeinter.com.br || editora@ceeinter.com.br2674-87032674-8703opendoar:2024-11-05T22:55:28Revista de Estudos Interdisciplinares - Centro de Estudos Interdisciplinares - CEEINTERfalse
dc.title.none.fl_str_mv INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
INCLUSIÓN Y SOSTENIBILIDAD: PRÁCTICAS PEDAGÓGICAS INCLUSIVAS EN UNA CLASE DE EDUCACIÓN REGULAR DE VITÓRIA/ES
INCLUSÃO E SUSTENTABILIDADE: PRÁTICAS PEDAGÓGICAS INCLUSIVAS NUMA TURMA DE ENSINO REGULAR DE VITÓRIA/ES
title INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
spellingShingle INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
Cosmo, Jolimar
Ensino Fundamental
Práticas Pedagógicas
Inclusão
Inclusão
Práticas Pedagógicas
Elementary School
Pedagogical practices
Inclusion
Inclusion
Pedagogical Practices
Educación Primaria
Prácticas Pedagógicas
Inclusión
Inclusión
Prácticas Pedagógicas
title_short INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
title_full INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
title_fullStr INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
title_full_unstemmed INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
title_sort INCLUSION AND SUSTAINABILITY: INCLUSIVE PEDAGOGICAL PRACTICES IN A REGULAR EDUCATION CLASS IN VITÓRIA/ES
author Cosmo, Jolimar
author_facet Cosmo, Jolimar
Sartorio, Fernando Domingos Vieira
Louzada, Marciane Cosmo
Pinel, Hiran
author_role author
author2 Sartorio, Fernando Domingos Vieira
Louzada, Marciane Cosmo
Pinel, Hiran
author2_role author
author
author
dc.contributor.author.fl_str_mv Cosmo, Jolimar
Sartorio, Fernando Domingos Vieira
Louzada, Marciane Cosmo
Pinel, Hiran
dc.subject.por.fl_str_mv Ensino Fundamental
Práticas Pedagógicas
Inclusão
Inclusão
Práticas Pedagógicas
Elementary School
Pedagogical practices
Inclusion
Inclusion
Pedagogical Practices
Educación Primaria
Prácticas Pedagógicas
Inclusión
Inclusión
Prácticas Pedagógicas
topic Ensino Fundamental
Práticas Pedagógicas
Inclusão
Inclusão
Práticas Pedagógicas
Elementary School
Pedagogical practices
Inclusion
Inclusion
Pedagogical Practices
Educación Primaria
Prácticas Pedagógicas
Inclusión
Inclusión
Prácticas Pedagógicas
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-11-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/1653
10.56579/rei.v6i4.1653
url https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/1653
identifier_str_mv 10.56579/rei.v6i4.1653
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ceeinter.com.br/revistadeestudosinterdisciplinar/article/view/1653/1384
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista de Estudos Interdisciplinares
https://creativecommons.org/licenses/by/4.0/deed.pt-br
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista de Estudos Interdisciplinares
https://creativecommons.org/licenses/by/4.0/deed.pt-br
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora CEEINTER
publisher.none.fl_str_mv Editora CEEINTER
dc.source.none.fl_str_mv Interdisciplinary Studies Journal; Vol. 6 No. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-18
Revista de Estudios Interdisciplinarios; Vol. 6 Núm. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-18
Revista de Estudos Interdisciplinares ; v. 6 n. 4 (2024): REVISTA DE ESTUDOS INTERDISCIPLINARES ; 01-18
2674-8703
10.56579/rei.v6i4
reponame:Revista de Estudos Interdisciplinares
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instacron:CEEINTER
instname_str Centro de Estudos Interdisciplinares - CEEINTER
instacron_str CEEINTER
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reponame_str Revista de Estudos Interdisciplinares
collection Revista de Estudos Interdisciplinares
repository.name.fl_str_mv Revista de Estudos Interdisciplinares - Centro de Estudos Interdisciplinares - CEEINTER
repository.mail.fl_str_mv ceeinter01@gmail.com || atendimento@ceeinter.com.br || editora@ceeinter.com.br
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