Educação ambiental e a educação inclusiva: uma relação interdisciplinar

• Ano de defesa: 2021
• Autor(a) principal: Barbosa, Eliane de Souza
• Orientador(a): Almeida, Ronise Nascimento de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Desenvolvimento e Meio Ambiente
• Palavras-chave em Português: Educação ambiental; Educação inclusiva; Sustentabilidade e meio ambiente; Professores (formação); Educação
• Palavras-chave em Inglês: Education; Environmental education; Inclusive education
• Área do conhecimento CNPq: OUTROS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/20767

Environmental Education is a way of rethinking attitudes and actions with the environment we live in, with natural resources (without degrading), it is the valuation of life and the planet. When incorporated into Inclusive Education, Environmental Education plays an important role, with the expectation that to practice Environmental Education effectively, such measures must be taken, such as recognition, mobilization, information, and intervention. The great task is, therefore, to stimulate dialogue about a man/nature partnership, its behavior and effects, and how it is possible to generate more socially and environmentally conscious growth, while reducing inequalities. Environmental Education from an inclusive point of view provides a distinct panorama that requires the performance and articulation of the management team to incorporate modern paradigms into the instructional experience of the individual with a disability, while still providing new learning instruments aimed at socio-environmental issues. Thus, this research is justified by the importance of presenting the articulation of Environmental Education with Inclusive Education in the school environment, fostering dialogues between students and teachers through methodologies that assist in the effective teaching of Inclusive Environmental Education in the perspective of learning. As a research question it was listed: How have the themes of Environmental Education and Inclusive Education been inserted in school education? And as related questions: What methodological strategies have been implemented to better support the practice between Environmental Education and Inclusive Education? What public policies have been created and implemented to address the contents of Environmental Education and Inclusive Education in schools? The general objective of the research was to analyze the relationship between Environmental Education and Inclusive Education in the school environment. As specific objectives were listed: to present the historical context and legislation on Environmental Education in the Brazilian scenario; identify the public policies developed for Environmental Education and Inclusive Education in the educational sphere; demonstrate the importance of practicing Inclusive Environmental Education in schools. The methodology used to prepare this study was bibliographical. The results showed that Environmental Education and Inclusive Education are related themes, therefore, they have approaches that should be considered, especially in the educational sphere. The practice of reflection and collective dialogue considers the different specificities of the subjects, aiming to mitigate impacts caused by exclusion. For this reason, the importance of the integrated practice of Inclusive Environmental Education must be considered, as from this relationship it will be possible to identify the school space as an environment conducive to inclusion. Thus, it is essential to adopt practices, habits, attitudes, social behaviors, and values that have as their main objective the building of an environmentally just, solidary, and sustainable society.