Inclusive trail of ecological awareness
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/34755 |
Resumo: | The degree in Biological Sciences is challenging and at the same time enriching: it allows the understanding that science teaching has contents that can – and shall – be approached in several ways, making use of methodological resources seeking an egalitarian learning. Under this perspective, this essay had the aim of developing a courseware for inclusive teaching of sciences focused on ecology to people with intellectual disabilities (ID). Based on a theoretical framework on the topic, which suggests how the didactics to people with ID should be, an Ecological Track was developed in the classroom of a 7th grade class of elementary school in a public institution of Santa Rosa/RS, in which there was a student that was diagnosed with this disability. The activity had a great participation of the students and achieved the expected results, which were: to develop an inclusive activity that guided the students to reflect upon how much the human being intervene in the environment and what are the possible changes in behavior we can adopt to minimize these impacts. Throughout a questionnaire, this study also allowed to understand how the inclusive teaching is understood by some teachers. |
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Inclusive trail of ecological awarenessSendero de conciencia ecológica inclusivoTrilha inclusiva da consciência ecológicaDeficiência intelectualEnsino inclusivoEnsino de ciências.Discapacidad intellectualEducación inclusiveEnseñanza de las ciencias. Intellectual disabilityInclusive teachingScience teaching.The degree in Biological Sciences is challenging and at the same time enriching: it allows the understanding that science teaching has contents that can – and shall – be approached in several ways, making use of methodological resources seeking an egalitarian learning. Under this perspective, this essay had the aim of developing a courseware for inclusive teaching of sciences focused on ecology to people with intellectual disabilities (ID). Based on a theoretical framework on the topic, which suggests how the didactics to people with ID should be, an Ecological Track was developed in the classroom of a 7th grade class of elementary school in a public institution of Santa Rosa/RS, in which there was a student that was diagnosed with this disability. The activity had a great participation of the students and achieved the expected results, which were: to develop an inclusive activity that guided the students to reflect upon how much the human being intervene in the environment and what are the possible changes in behavior we can adopt to minimize these impacts. Throughout a questionnaire, this study also allowed to understand how the inclusive teaching is understood by some teachers.La carrera de Ciencias Biológicas es retadora y a la vez enriquecedora, demuestra que la enseñanza de las ciencias tiene contenidos que pueden y deben ser explorados de las más variadas formas y recursos metodológicos en la búsqueda de un aprendizaje igualitario. En esa perspectiva, este trabajo tuvo como objetivo desarrollar un material didáctico para la enseñanza de las ciencias inclusivas, con foco en la discapacidad intelectual (DI), con el tema ecología. A partir de un marco teórico sobre el tema, que sugiere cómo debe ser la didáctica relevante para el aprendizaje de las personas con DI, se desarrolló en el aula una Ruta Ecológica. Esto fue desarrollado en una clase de la escuela primaria de séptimo grado, de una escuela pública en Santa Rosa/RS, que tenía un estudiante con un informe de esta deficiencia. La actividad contó con una gran participación de los estudiantes y logró los objetivos esperados, que eran desarrollar una actividad inclusiva que llevara a los estudiantes a reflexionar sobre cuánto interfiere el ser humano con el medio ambiente y cuáles son los posibles cambios de actitud que podemos tener para minimizar estos impactos. Este trabajo también permitió conocer cómo es entendida la enseñanza inclusiva por parte de algunos docentes, a través de la aplicación y análisis de un cuestionario.A licenciatura em Ciências Biológicas é desafiadora e ao mesmo tempo enriquecedora, permite constatar que o ensino de ciências possui conteúdos que podem e devem ser explorados das mais variadas formas e recursos metodológicos na busca de uma aprendizagem igualitária. Nessa perspectiva, este trabalho teve por objetivo desenvolver um material didático para ensino inclusivo de ciências, tendo por foco a deficiência intelectual (DI), com o tema ecologia. Embasados em referencial teórico sobre o assunto, que sugere como devem ser as didáticas pertinentes à aprendizagem de pessoas com DI, desenvolveu-se uma Trilha Ecológica em sala de aula. Esta foi desenvolvida em uma turma de sétimo ano do ensino fundamental, de uma escola pública de Santa Rosa/RS, a qual tinha uma aluna com laudo desta deficiência. A atividade teve ótima participação dos alunos e atingiu os objetivos esperados, que eram desenvolver uma atividade inclusiva que conduzisse os alunos à reflexão sobre o quanto o ser humano interfere no meio ambiente e quais são as possíveis mudanças de atitude que podemos ter para minimizar esses impactos. Este trabalho também permitiu conhecer como o ensino inclusivo é entendido por alguns professores, mediante aplicação e análise de questionário.Research, Society and Development2022-09-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3475510.33448/rsd-v11i12.34755Research, Society and Development; Vol. 11 No. 12; e354111234755Research, Society and Development; Vol. 11 Núm. 12; e354111234755Research, Society and Development; v. 11 n. 12; e3541112347552525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/34755/29165Copyright (c) 2022 Amonega de Fátima Comis; Bárbara Venturini; Gilaine Santos Prado; Jéssica Berg; Nairana Catiele de Souza; Cátia Roberta de Souza Schernn; Jonas Cegelka da Silva; Michele Santa Catarina Brodthttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessComis, Amonega de Fátima Venturini, Bárbara Prado, Gilaine SantosBerg, Jéssica Souza, Nairana Catiele de Schernn, Cátia Roberta de Souza Silva, Jonas Cegelka da Brodt, Michele Santa Catarina2022-09-26T11:56:08Zoai:ojs.pkp.sfu.ca:article/34755Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:49:55.395699Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Inclusive trail of ecological awareness Sendero de conciencia ecológica inclusivo Trilha inclusiva da consciência ecológica |
title |
Inclusive trail of ecological awareness |
spellingShingle |
Inclusive trail of ecological awareness Comis, Amonega de Fátima Deficiência intelectual Ensino inclusivo Ensino de ciências. Discapacidad intellectual Educación inclusive Enseñanza de las ciencias. Intellectual disability Inclusive teaching Science teaching. |
title_short |
Inclusive trail of ecological awareness |
title_full |
Inclusive trail of ecological awareness |
title_fullStr |
Inclusive trail of ecological awareness |
title_full_unstemmed |
Inclusive trail of ecological awareness |
title_sort |
Inclusive trail of ecological awareness |
author |
Comis, Amonega de Fátima |
author_facet |
Comis, Amonega de Fátima Venturini, Bárbara Prado, Gilaine Santos Berg, Jéssica Souza, Nairana Catiele de Schernn, Cátia Roberta de Souza Silva, Jonas Cegelka da Brodt, Michele Santa Catarina |
author_role |
author |
author2 |
Venturini, Bárbara Prado, Gilaine Santos Berg, Jéssica Souza, Nairana Catiele de Schernn, Cátia Roberta de Souza Silva, Jonas Cegelka da Brodt, Michele Santa Catarina |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Comis, Amonega de Fátima Venturini, Bárbara Prado, Gilaine Santos Berg, Jéssica Souza, Nairana Catiele de Schernn, Cátia Roberta de Souza Silva, Jonas Cegelka da Brodt, Michele Santa Catarina |
dc.subject.por.fl_str_mv |
Deficiência intelectual Ensino inclusivo Ensino de ciências. Discapacidad intellectual Educación inclusive Enseñanza de las ciencias. Intellectual disability Inclusive teaching Science teaching. |
topic |
Deficiência intelectual Ensino inclusivo Ensino de ciências. Discapacidad intellectual Educación inclusive Enseñanza de las ciencias. Intellectual disability Inclusive teaching Science teaching. |
description |
The degree in Biological Sciences is challenging and at the same time enriching: it allows the understanding that science teaching has contents that can – and shall – be approached in several ways, making use of methodological resources seeking an egalitarian learning. Under this perspective, this essay had the aim of developing a courseware for inclusive teaching of sciences focused on ecology to people with intellectual disabilities (ID). Based on a theoretical framework on the topic, which suggests how the didactics to people with ID should be, an Ecological Track was developed in the classroom of a 7th grade class of elementary school in a public institution of Santa Rosa/RS, in which there was a student that was diagnosed with this disability. The activity had a great participation of the students and achieved the expected results, which were: to develop an inclusive activity that guided the students to reflect upon how much the human being intervene in the environment and what are the possible changes in behavior we can adopt to minimize these impacts. Throughout a questionnaire, this study also allowed to understand how the inclusive teaching is understood by some teachers. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34755 10.33448/rsd-v11i12.34755 |
url |
https://rsdjournal.org/index.php/rsd/article/view/34755 |
identifier_str_mv |
10.33448/rsd-v11i12.34755 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/34755/29165 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 12; e354111234755 Research, Society and Development; Vol. 11 Núm. 12; e354111234755 Research, Society and Development; v. 11 n. 12; e354111234755 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052723614449664 |