Jardim sensorial como mecanismo de inclusão no ensino fundamental

Abstract

This research was based on the investigation of environmental perceptions through the senses revealed from experiences in sensory gardens with the use of herbaceous aromatic plant species adopted in a didactic sequence. The aim of this work was to establish a methodology for using sensory gardens to enable inclusive education in elementary school. The research was based on the following question: "How can we create a garden for observation, study, dialog and educational experiences, which can contribute to the teaching-learning processes of elementary school students, with or without special needs in the city of Labrea, Amazonas"? From a methodological point of view, this study was classified as applied research. In an attempt to articulate the processes, action research was adopted in terms of procedures. The data analysis approach was quantitative. Therefore, twenty interviews were carried out in the homes of community members who cultivated small plant species. During identification, 54 plant species were found, belonging to 25 botanical families. After selection, 43 plant species were considered appropriate, covering medicinal, food and ornamental uses, with primary and secondary sensory characteristics. The selected plant species were used in didactic sequences for special and inclusive basic education, which resulted in a Didactic Sequence Pedagogical Journal, the educational product that is the focus of this research. In this way, a didactic sequence was developed and applied using eleven plant species, consisting of the following stages: if this garden were mine; mystery box workshop; mysteries of exploration at school, and the labyrinth and the itinerant sensory garden at school. The didactic sequence was validated using a validation form by the teachers and caregivers, based on an analysis of the results of the students' learning during the successive stages. The study showed that education is inclusive, not because it accepts students with special needs into schools, but because it creates spaces that potentially favor social-relational interaction. With a focus on making the classroom a space open to reflection and the production of knowledge, the didactic sequences showed that the students made notable progress in their learning of the content covered, through significant positions and manifestations, which confirms that the students bring the whole network of their social life into the classroom.