A educação inclusiva na perspectiva transdisciplinar e ecoformadora

Abstract

This work aims to understand the challenges of inclusive education in the school environment from a transdisciplinary and eco-formative perspective. It sought to analyze the challenges faced for the full development of an education that is truly inclusive and respectful. Considering the importance of transdisciplinary and eco-formative teaching for the formation of citizens who are aware of themselves, others, and the world in which they live in a responsible and integral way. To this end, it is worth emphasizing that it is up to the educator to insist on and invest in their continuing education in order to guarantee conditions to support their methodological approaches in the classroom. As required by the Law of Guidelines and Bases of Education – LDB, No. 9.394/96, in item III of Article 59, professionals with adequate specialization, at the secondary or higher education level, to attend to students with special needs, in addition to being trained to work in regular classrooms with the purpose of promoting the integration and inclusion of their students. This is a bibliographical and descriptive study, with the following methodological procedures: research in articles, books, and websites published on the topic addressed. To corroborate this article, studies were conducted in the works of Morin (2001), Zwierewicz and Torre (2022), Gadotti (2001), among other authors who address the presented theme. Through this work, it was possible to observe the importance of the teacher in evaluating their performance in the face of the challenges of integrating and including their students from a Transdisciplinary and Eco-formative perspective, valuing each student within their uniqueness and their capacity for learning.