Educação histórica e inclusão de estudantes com TEA: contribuições da programação de ensino

Abstract

In this article, we explore the contributions of Programmed Learning, a field within Behaviorism, to the development of the curriculum and History Education for students with Autism Spectrum Disorder (ASD) from an inclusive perspective. Our investigation begins with a review of existing studies on the curriculum, through which we analyze discussions related to the History curriculum and public educational policies aimed at including students with ASD. We highlight the epistemological and philosophical aspects that are central to the field of History Education. Additionally, we discuss key milestones in the development of Behaviorism, its epistemological principles, and its implications for education. We examine the connections between Programmed Learning, History Education, Curriculum, and the inclusion of students with ASD. Finally, we propose a set of target learning behaviors that we believe are essential for fostering curricular inclusion in History Education for students with ASD. Our proposal emphasizes that the production of historical knowledge should be grounded in philosophical and epistemological reflections on that knowledge.