A inserção dos conceitos de recursos hídricos na educação especial: uma proposta didático-pedagógica

Abstract

Environmental Education can promote the development of social and personal values and promote the integration of students in current discussions and debates, in addition to contributing to the expansion of scientific concepts in the school environment for a broader understanding of social practice. Considering these aspects, this work aims to enable the inclusion of concepts about water resources in Basic Education, particularly in one of its modalities: Special Education. To this end, we produced a proposal in the format of a Didactic-Pedagogical Guide for use by teachers in the Multifunctional Resource Room, with a view to learning the concepts of Environmental Education with a focus on water resources by students who are the target audience of Special Education. This study is justified by the need to develop teaching-learning didactic tools for use by Special Education teachers in regular schools. It is considered that one of the objectives of the line of research on planning and management of water resources, in addition to developing new improvement methodologies, is to achieve greater social participation of subjects with regard to water resource management. The Didactic-Pedagogical Guide, developed based on the six levels of abstraction and complexity of Bloom's Taxonomy, comprises six unit plans that each include the objectives, the problematizing questions, the didacticpedagogical actions, the necessary material resources, the expected results and the assessment instruments with suggestions of activities that can be developed throughout and at the end of each plan. This Didactic-Pedagogical Guide underwent ad referendum peer review, allowing its validation for later development with the target audience of Special Education students enrolled in Basic Education, especially in the initial years of Elementary Education.