EDUCAÇÃO AMBIENTAL E EDUCAÇÃO INCLUSIVA: DIÁLOGOS POSSÍVEIS NO CAMPO DA GEOGRAFIA ESCOLAR

Abstract

This study relates special education in an inclusive perspective and Environmental Education (EA), a proposal originated from concerns about experiences in geography classes. In view of practices aimed at people with disabilities, we aim to analyze, through a literature review, the effectiveness of Environmental Education in the light of Inclusive Education, within the scope of basic education and school geography. To support our analysis, we spoke with Sato (2004), Dias (2004), Layrargues (2009), Sassaki (2007), Mendes (2010), Mazotta (2011), Dias (2019), Omote (2020) and other readings of Special Education and Inclusive and EA. Our methodological path, from a qualitative approach, started with a bibliographic research, from which we trace a historical path of Environmental Education and Inclusive Education. With the literature review, we identified the methodologies used in the selected studies and pointed out the potential and the dilemmas, as foundations of reflections that guide educational practices of an Environmental and inclusive Education, in view of the Brazilian social reality of basic education. In view of the analyzes, we ratify the importance of the methodologies employed, but we emphasize the need to give visibility to other elements such as planning, public policies and teacher training, themes emerging in the discussions that we point out and that can generate other research.