Aprendizagem cooperativa e inclusão : estratégias para alunos com transtorno do espectro autista nas aulas de ciências sobre alimentação e nutrição

Abstract

This research addressed Cooperative Learning (CL) as a teaching tool for students with Autism Spectrum Disorder (ASD) in an elementary school class (early grades) in the Science curriculum component on food and nutrition. It mentions that the traditional teaching model is based on the teacher as the sole possessor of knowledge, excluding the student from direct participation in the class. Currently, new pedagogical approaches are being implemented in classrooms, aiming to promote socialization, improve learning levels, and eradicate discrimination against students with disabilities. The general objective of the research is to analyze how Cooperative Learning impacts the academic performance, social participation, and engagement of students with ASD in Science classes, especially in activities on food and nutrition. Specific objectives are: to characterize the theoretical, political, and normative foundations that structure the understanding of ASD and its implications for schooling; to describe the theoretical and pedagogical assumptions of Cooperative Learning in Science teaching; The objective of this study is to identify the educational needs of students with ASD (Autism Spectrum Disorder) related to social interactions and learning processes in Science, and to examine how peer interaction, mediated by cooperative strategies, contributes to the development of healthy eating behaviors and habits. It also aims to develop a practical guide to assist teachers in implementing Cooperative Learning with 3rd-grade elementary school children in order to promote the inclusion and socio-emotional development of students with ASD, focusing on food and nutrition topics. The methodology employed to achieve the proposed objectives is classified, in terms of its approach, as qualitative research, which materialized through interviews with teachers. It is an applied, exploratory study based on a case study methodology, and also draws on bibliographic and documentary research sources. Bibliographic and documentary research was chosen because it offers past and present data, as well as its relevance to the theoretical foundation of the topic. This study demonstrated that Cooperative Learning can be used as a pedagogical approach to promote the inclusion of students with Autism Spectrum Disorder (ASD) in science classes, focusing particularly on topics related to food and nutrition.