A importância dos jardins sensoriais para o processo de ensino-aprendizagem na educação de pessoas com deficiência na APAE/Areia-PB

Abstract

We know that the complete inclusion is still seen for society as something utopic. Many people think of that as a necessity to accommodate people with disabilities or special needs in a classroom, or to adapt a bathroom or room, with rails, ramps, tactile floors, doors and levers, among other adaptations; however, a social inclusion surpassed these incipient practices. The inclusion goes much further than that, many years have passed since the creation of laws that guarantee equal rights for everyone, among them the Magna Law that governs these rights, a Brazilian Federal Constitution, of 1988. However, the change did not happen in the way that they should, and many people close they eyes and ears in front of situations that occurs everyday, which prevent many people with disabilities and / or special educational needs from enjoying spaces and places in which people with no disability attend. To develop our research, we start from the assumption of people’s with disabilities need to attend gardens, squares, sightseeing, the right to carry out trails among other leisure activities and that arouses the pleasure of being in contact with nature. The aim of our study was to analyze the importance of sensory gardens teaching and learning process for people with disabilities and/or special educational need (N.E.E). We used as base in our research some authors that somehow contributed to base our research, ARANHA, 2001; DETONI, 2008; BORGES; PAIVA, 2009 among others that bring rich content to our study. The research was carried out at the the Association of Parents and Friends of the Exceptional (APAE), in the municipality of Areia- Paraíba. The study had the participation of 1 manager, 6 teachers and 1 Trainee, who did the maintenance, the accomplishment of the activities, and the follow-up of the visits. We used acronyms to identify the participants of the research, because of ethics, we found it more viable to preserve their identity, as follows: (GE) for the manager, (PR1 to PR6) for teachers and (ES) for the trainee. For the manager we made 7 questions, for the teachers and the trainee a questionnaire with 10 questions was applied (attached at the end). We saw that it is extremely important the interaction of people with the environment, it was also noticed that there is a development and a greater interest on the part of the students, trying to touch the species feeling the textures, seeing the colors, the flavors of some, like some herbs we use to make teas, others we use in our meals. Therefore, we concluded that actions like that, should be performed with more frequency, not only in the APAEs, but also in regular schools, at home, in apartments, due to their facility.