Escolas criativas: a ecoformação como prática inclusiva e integradora

Abstract

We believe that the use of inclusive and integrative strategies in educational processes aims primarily to promote education with a different perspective, where the educator views the student holistically, recognizing their special needs beyond the curriculum, using complex and inclusive pedagogical strategies that value the student as an individual endowed with emotions, values, and beliefs. Thus, we criticize the traditional model of education, which excludes dialogue and limits the teaching-learning process by positioning the teacher as the "holder of knowledge" and the student as the "receiver of knowledge." The main question raised was: 'How can Creative Schools contribute to inclusion and integration through eco-formation?' Our main objective was to investigate inclusive and integrative pedagogical practices, using concepts such as transdisciplinarity and eco-formation, focusing on the teacher and the student – ​​with disabilities – in the Brazilian context. The history of Inclusive Education, the impact of Creative Schools on the sociocultural development of students, and the dichotomy of social identities were also discussed. This article was developed from a bibliographic analysis/literature review on Creative Schools. To this end, a transdisciplinary approach was used, employing a qualitative/interpretative methodology. Indeed, it was observed that it is fundamentally important for educators to seek training, improvement, and continuing education, respecting the differences and particularities of each individual, with integrative and inclusive learning practices; that is, actions that emerge as attempts to achieve quality education for all.