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Estudo de caso de um agrupamento de escolas no Alto Alentejo enquanto comunidade de aprendizagem para a inclusão
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Abstract(s)
A escola atual enfrenta um grande número de desafios, nomeadamente a heterogeneidade e diversidade cultural e social dos seus alunos; embora essa diversidade constitua uma enorme riqueza, exige que a escola consiga dar uma resposta individualizada a cada um dos seus alunos. Neste sentido, torna-se imperativo a adoção de estratégias diferenciadas, que respeitem a singularidade de cada criança e jovem (os seus interesses e potencialidades) para superar as desigualdades existentes, inverter ciclos de desigualdade e pobreza, derrubando barreiras e obstáculos, que dificultam a participação e as aprendizagens dos alunos.
Este estudo pretende compreender como é que um Agrupamento de Escolas (AE) situado no Alto Alentejo operacionaliza a educação inclusiva, assim como implementa o Projeto INCLUD-ED, evidenciando os seus impactos. O projeto INCLUD-ED sugere a adoção de determinadas ações educativas de sucesso (AES), e pretende justamente contribuir para o sucesso escolar de todos, promovendo a coesão social. Neste processo, transforma as escolas em comunidades de aprendizagem (CA), enfatizando e valorizando a interação e a participação da família e da comunidade.
Este estudo analisa como um agrupamento de escolas operacionaliza a inclusão e integração escolar de todos os alunos, bem como impacto da implementação das AES.
Com recurso a uma metodologia de investigação de natureza qualitativa, foram conduzidas entrevistas e focus group com diferentes elementos da comunidade escolar e local. Os resultados demonstram o esforço que o AE tem feito no caminho para a inclusão de todos os seus alunos e que os diversos intervenientes reconhecem vantagens na aplicação de AES, no seu AE.
Schools face several challenges, namely the social and cultural heterogeneity and diversity of their students; although this enriches the school, it also presupposes that the school can provide an individual response to each of its pupils. In this sense, it is imperative to adopt differentiated strategies that respect the uniqueness of each child and young person (their interests and potential). Only by this way will it be possible to overcome the existing inequalities, reverse cycles of inequality and poverty, breaking down barriers and obstacles caused by their circumstances that hinder their effective participation and learning. This study aims to understand how a cluster of schools, located in the Alto Alentejo, operationalises inclusive education, as well as how it implements the INCLUD-ED Project, highlighting its impacts. The INCLUD-ED project, with the educational success actions, identified within its framework, aims to contribute to school success for all, promoting social cohesion. In this process, it transforms schools into learning communities by emphasizing and valuing family and community interaction and participation. By analysing a group of schools, this study aims to verify the impact of the implementation of the educational success actions, as well as the dynamics adopted towards the inclusion and integration of all students in the school environment. Using a qualitative research methodology, interviews and focus groups were carried out with different members of the school and local community. The results show the effort that the school has been making to include all students and that the various stakeholders recognise gains in applying educational success actions in their school.
Schools face several challenges, namely the social and cultural heterogeneity and diversity of their students; although this enriches the school, it also presupposes that the school can provide an individual response to each of its pupils. In this sense, it is imperative to adopt differentiated strategies that respect the uniqueness of each child and young person (their interests and potential). Only by this way will it be possible to overcome the existing inequalities, reverse cycles of inequality and poverty, breaking down barriers and obstacles caused by their circumstances that hinder their effective participation and learning. This study aims to understand how a cluster of schools, located in the Alto Alentejo, operationalises inclusive education, as well as how it implements the INCLUD-ED Project, highlighting its impacts. The INCLUD-ED project, with the educational success actions, identified within its framework, aims to contribute to school success for all, promoting social cohesion. In this process, it transforms schools into learning communities by emphasizing and valuing family and community interaction and participation. By analysing a group of schools, this study aims to verify the impact of the implementation of the educational success actions, as well as the dynamics adopted towards the inclusion and integration of all students in the school environment. Using a qualitative research methodology, interviews and focus groups were carried out with different members of the school and local community. The results show the effort that the school has been making to include all students and that the various stakeholders recognise gains in applying educational success actions in their school.
Description
Keywords
inclusão projeto INCLUD-ED ações educativas de sucesso inclusion INCLUD-ED project successful educational actions