Propostas de diferentes estímulos de educação ambiental voltados para um aluno com deficiência

Abstract

Environmental education as an area of study should cover the most different levels of education, becoming a space for practices capable of arousing new feelings, attitudes and values about nature. In this way, students with disabilities must also be included in this learning process, regardless of their personal conditions. Thus, this work aimed to promote practices and incentives of environmental education with an autistic student. For this purpose, a bibliographic research was used to base the theoretical reference, descriptive research, qualitative approach and data collection from observation and unstructured interview. The conclusions of the study demonstrate that the task of making the ecological doll was significant and important for the student, since it established the habit of wetting the doll after its completion, awakening care and responsibility. In addition, it is important to emphasize the pedagogical practices of attention to differences, which aim to enable new possibilities and learning experiences. In this way, it can be concluded that it is possible to promote a diversification of pedagogical practices articulated with environmental education themes, representing a way to bring the student closer to new experiences with nature. Therefore, it is recommended to carry out the same work with other students with disabilities, in order to establish other types of analysis. On the other hand, other forms of stimulation could be added to the environment, which are offered during the trips and excursions carried out by the school.