The emotions of the Cerrado from the perspective of Inclusive Education: a socio-environmental education project with students with disabilities

Abstract

This paper reports on a pedagogical experience developed with students diagnosed with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID) at the Centro de Ensino Fundamental 16 in Taguatinga, using the Cerrado biome as a metaphorical and sensory resource for the recognition and expression of emotions. The project proposed interdisciplinary activities involving storytelling, artistic creation with tangrams, the construction of affective maps, and the Window of Emotions, mediating the development of higher psychological functions through concrete and symbolic experiences. Over six months, students participated in the activities, demonstrating significant progress in expanding emotional vocabulary, self-regulation, and social interaction. The use of Cerrado animals as emotional metaphors allowed the children to see themselves reflected in the narratives of nature, fostering a sense of belonging and engagement. The results highlight the potential of sensitive and contextualized methodologies that respect each learner’s time and learning mode. The students’ presentation of the project at the 13° Science Fair reaffirmed its inclusive and transformative nature. This experience demonstrated that true inclusion is built through attentive listening, sensitivity, and the appreciation of local knowledge, confirming the relevance of the biome as a symbolic and affective mediator in special education.