A educação especial e inclusiva na perspectiva ecoformadora: o processo de ensino e de aprendizagem de estudantes com deficiência no IFAL

Abstract

This work aims to reflect on Special and Inclusive Education from an Eco-formative perspective through reflection on experiences with students with disabilities who were accompanied by the Center for Assistance to People with Special Needs (Napne) at the Federal Institute of Education, Science and Technology (Ifal) of the Marechal Deodoro Campus. We consider the period between 2021 and 2022. In a qualitative study of a theoretical-bibliographical nature, we will analyze six inclusive actions, focusing on concepts such as eco-formation and transdisciplinarity, examining teaching activities described in Napne Reports or Projects involving students with disabilities. Given this, it is clear that Special Education leads us to believe that teaching and learning processes need to be built in dialogue with elements outside the classroom and the formal curriculum, but which are intrinsically related to ways of thinking about Education under an inclusive and accessible aegis. Therefore, it was noted that the Ifal Campus Marechal Deodoro, in its inclusive practices, engages with theoretical assumptions of Education from an Ecoformative perspective. Therefore, it was concluded that Eco-formation is a line of reflection that contributes to the construction of a space where the appreciation of differences and interactions with the Environment is considered the horizon.