THE INTEGRATION OF ECOPEDAGOGY INTO SEX EDUCATION FOR PEOPLE WITH DISABILITIES: PROMOTING INCLUSION AND ENVIRONMENTAL AWARENESS

Abstract

This article discusses the possibility of integrating Ecopedagogy and Sexual Education for people with disabilities, proposing a dialogue between two fields that, on their own, already point to the need for a more inclusive school and one more aware of its socio-environmental responsibility. It is assumed that Ecopedagogy and inclusive Sexual Education share the same pedagogical horizon: the recognition of the body, nature, and human diversity as interconnected dimensions worthy of care. Through a narrative literature review, the study articulates the foundations of Ecopedagogy, mainly drawing on the work of Moacir Gadotti, with Brazilian literature on sexuality and disability, highlighting historical barriers such as ableism, infantilization, and the denial of the sexuality of people with disabilities. The results point to concrete pedagogical possibilities: the use of ecological metaphors to address the body and self-care, adapted outdoor and sensory practices, curricula that articulate sustainability with sexual and reproductive rights, and continuing teacher training on the subject. It is concluded that bringing Ecopedagogy and Sexual Education closer together can contribute to a broader pedagogical practice, capable of forming subjects aware of themselves, of others, and of the planet, and of breaking with the historical silencing that surrounds the sexuality of people with disabilities.