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Educação inclusiva e trabalho cooperativo: propostas de boas práticas para a formação de docentes
| Name: | Description: | Size: | Format: | |
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| 1.75 MB | Adobe PDF |
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Abstract(s)
A escola é, um espaço de encontros, de saberes, de experiências, de sonhos. É nela que se constroem os primeiros traços de cidadania e se fazem pontes entre as diferenças. No centro desta missão está a educação inclusiva, que procura garantir que todos os alunos, com ou sem necessidades educativas especiais (NEE), tenham oportunidades equitativas de aprender e participar plenamente na vida escolar. Contudo, a concretização de uma escola verdadeiramente inclusiva não se faz apenas por decretos e leis, exige práticas pedagógicas que acolham a diversidade e promovam a colaboração. É neste contexto que o trabalho cooperativo entre professores e outros técnicos, assumem um papel central. A partilha de saberes, a construção de estratégias e o apoio mútuo entre docentes são fundamentais para responder eficazmente às necessidades de cada aluno e para criar ambientes de aprendizagem mais inclusivos.
Esta investigação nasce do desejo de compreender como os professores e educadores portugueses percecionam a aprendizagem cooperativa como instrumento de inclusão de alunos com NEE. Através de um inquérito por questionário, procurou-se analisar as atitudes dos docentes face à colaboração entre pares e à implementação de metodologias cooperativas em sala de aula, bem como identificar necessidades formativas nestes domínios. Face aos resultados obtidos é proposto um conjunto de boas práticas para a formação de professores, centradas na valorização dos valores e atitudes inclusivas, na implementação de programas de mentoria, na promoção da colaboração interdisciplinar e na partilha de experiências entre diferentes gerações de docentes.
Em suma, este estudo pretende ser um contributo para a construção de uma escola mais humana, onde todos os alunos se sintam valorizados e onde os professores encontrem no trabalho cooperativo uma fonte de crescimento profissional e pessoal.
The school is, above all, a space for encounters, of knowledge, experiences, and dreams. It is within its walls that the first traces of citizenship are drawn and bridges between differences are built. At the heart of this mission lies inclusive education, which seeks to ensure that all students, with or without special educational needs (SEN), have equitable opportunities to learn and fully participate in school life. However, the realization of a truly inclusive school is not achieved solely through decrees and laws; it demands pedagogical practices that embrace diversity and promote collaboration. In this context, cooperative work among teachers and other professionals plays a central role. The sharing of knowledge, the development of strategies, and mutual support among educators are fundamental to effectively address the needs of each student and to create more inclusive learning environments. This research stems from the desire to understand how portuguese teachers and educators perceive cooperative learning as a tool for including students with SEN. Through a questionnaire survey, the study aimed to analyze teachers' attitudes toward peer collaboration and the implementation of cooperative methodologies in the classroom, as well as to identify training needs in these areas. Based on the results obtained, a set of best practices for teacher training is proposed, focusing on the appreciation of inclusive values and attitudes, the implementation of mentoring programs, the promotion of interdisciplinary collaboration, and the sharing of experiences among different generations of educators. In summary, this study aims to contribute to the construction of a more humane school, where all students feel valued and where teachers find in cooperative work a source of professional and personal growth.
The school is, above all, a space for encounters, of knowledge, experiences, and dreams. It is within its walls that the first traces of citizenship are drawn and bridges between differences are built. At the heart of this mission lies inclusive education, which seeks to ensure that all students, with or without special educational needs (SEN), have equitable opportunities to learn and fully participate in school life. However, the realization of a truly inclusive school is not achieved solely through decrees and laws; it demands pedagogical practices that embrace diversity and promote collaboration. In this context, cooperative work among teachers and other professionals plays a central role. The sharing of knowledge, the development of strategies, and mutual support among educators are fundamental to effectively address the needs of each student and to create more inclusive learning environments. This research stems from the desire to understand how portuguese teachers and educators perceive cooperative learning as a tool for including students with SEN. Through a questionnaire survey, the study aimed to analyze teachers' attitudes toward peer collaboration and the implementation of cooperative methodologies in the classroom, as well as to identify training needs in these areas. Based on the results obtained, a set of best practices for teacher training is proposed, focusing on the appreciation of inclusive values and attitudes, the implementation of mentoring programs, the promotion of interdisciplinary collaboration, and the sharing of experiences among different generations of educators. In summary, this study aims to contribute to the construction of a more humane school, where all students feel valued and where teachers find in cooperative work a source of professional and personal growth.
Description
Keywords
Colaboração cooperação inclusão aprendizagem cooperativa práticas pedagógicas inclusivas