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Educação inclusiva: do valor às práticas numa turma do 3º ano do 1ºciclo do Ensino Básico
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A presente investigação é resultante da implementação de uma sequência de propostas num estágio do processo de formação inicial de professores do 1.º ciclo do Ensino Básico. Tem como principal foco perspetivar o contributo da implementação de atividades promotoras do valor da Educação Inclusiva numa turma do 3º. ano do 1º ciclo do Ensino Básico.Os principais objetivos do estudo são identificar que estratégias/abordagens podem ser utilizadas para promover o valor da inclusão na turma; analisar a influência dos momentos de conversa com a turma na tomada de consciência sobre o valor da inclusão; e propor dinâmicas de trabalho colaborativo, para promover aprendizagens associadas à Educação Inclusiva. Como tal, recorre-se à investigação sobre a prática, já que os dados foram recolhidos por meio da observação direta e participante no contexto educativo, bem como através de inquérito por entrevista e recolha documental e analisados tendo por base uma análise de conteúdo. A escuta e observação direta dos alunos foi fundamental para o desenvolvimento deste estudo. Os resultados obtidos parecem identificar a progressão dos alunos relativamente à sua consciência face ao valor da inclusão, conseguindo, inclusive, pensar, em grupo, em soluções para problemas existentes na sociedade atual, manifestando, ainda, atitudes ainda mais positivas e inclusivas no quotidiano escolar. Assim, conclui-se que a realização de atividades concretas sobre este valor parece contribuir para a ampliação de atitudes de uma cidadania ativa nos alunos, bem como para o desenvolvimento de um conhecimento mais aprofundado face à inclusão.
This research is the result of the implementation of a series of proposals during an internship in the initial training process for primary school teachers. Its main focus is to examine the contribution of activities that promote the value of inclusive education in a 3rd grade of primary school class. The main objectives of the study are to identify which strategies/approaches can be used to promote the value of inclusion in the classroom; to analyse the influence of moments conversation with the class on raising awareness of the value of inclusion; and to propose collaborative work dynamics to promote learning associated with inclusive education. As such, research on practice is used, since the data were collected through direct and participant observation in the educational context, as well as through interviews and document collection, and analysed on the basis of content analysis. Listening to and directly observing the students was fundamental to the development of this study. The results obtained seem to identify the students' progress in terms of their awareness of the value of inclusion, even managing to think, as a group, about solutions to existing problems in today's society, while also expressing even more positive and inclusive attitudes in everyday school life. Thus, it is concluded that carrying out concrete activities on this value seems to contribute to the expansion of attitudes of active citizenship in students, as well as to the development of a deeper understanding of inclusion.
This research is the result of the implementation of a series of proposals during an internship in the initial training process for primary school teachers. Its main focus is to examine the contribution of activities that promote the value of inclusive education in a 3rd grade of primary school class. The main objectives of the study are to identify which strategies/approaches can be used to promote the value of inclusion in the classroom; to analyse the influence of moments conversation with the class on raising awareness of the value of inclusion; and to propose collaborative work dynamics to promote learning associated with inclusive education. As such, research on practice is used, since the data were collected through direct and participant observation in the educational context, as well as through interviews and document collection, and analysed on the basis of content analysis. Listening to and directly observing the students was fundamental to the development of this study. The results obtained seem to identify the students' progress in terms of their awareness of the value of inclusion, even managing to think, as a group, about solutions to existing problems in today's society, while also expressing even more positive and inclusive attitudes in everyday school life. Thus, it is concluded that carrying out concrete activities on this value seems to contribute to the expansion of attitudes of active citizenship in students, as well as to the development of a deeper understanding of inclusion.
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Educação inclusiva Inclusão Educação para a cidadania Valores Trabalho colaborativo Inclusive education Inclusion Citizenship education Values Collaborative work