Resumen

MOSER, Carla Coutinho; GARCIA, Narjara Mendes  y  CHAGAS, Priscila Wally. Ecological look at mediation in the process of inclusion in childhood education. Sér.-Estud. [online]. 2021, vol.26, n.56, pp.71-93.  Epub 22-Jul-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v26i56.1274.

The present study is part of the master’s thesis of the Graduate Program in Environmental Education (PPGEA) of the Federal University of Rio Grande (FURG). The purpose of this study is to understand the processes of intervention with children who have Autism Spectrum Disorder (TEA) inserted in Early Childhood Education in distinct ecological territories, identifying education perceptions from educators and educational policies directed to this public. The purpose works are to use the Ecological Insertion methodology in school contexts that attend children with TEA, from aged 0 to 5 years, in a qualitative way, in different social contexts Brazil and Portugal. The results point to differences and proximity in the pedagogical work carried out by teachers in Brazil and Portugal. Given this, we must be are aware of the need for specialized intervention and education to minimize the symptoms that impair this pedagogical work and provide a better quality of life for individuals with TEA.

Palabras clave : environmental education; early intervention; autism spectrum disorder; teacher training.

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