NEE : a (in)certeza da inclusão
Miniatura indisponível
Ficheiros
Data
2011
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
O principal objetivo da escola é – ou, pelo menos, deveria ser – desenvolver cidadãos
conscientes dos seus deveres e dos seus direitos, dotando-os de autonomia e de sentido crítico, de
ferramentas que lhes permitam, mais tarde, contribuir de forma plena, cívica e responsável, para o
desenvolvimento da sociedade em que se inserem. No entanto, a escola continua agarrada a práticas
ultrapassadas que não se compadecem com a diversidade que acolhe diariamente.
O controlo do Estado também ajuda a que a autonomia, que se diz ser dada às escolas, acabe
espartilhada pelas decisões tomadas e impostas pela tutela, o que vem coartar a existência de uma
escola verdadeiramente democrática, intercultural e inclusiva. Sendo a nossa linha de intervenção a
Educação Especial, será neste âmbito que iremos fazer incidir a nossa comunicação, recorrendo a
factos de um passado algo recente que ajudaram a cimentar o presente e que nos levam à necessidade
de preparar o futuro, numa perspetiva de correção de pontos vitais para o cumprimento da verdadeira
inclusão, escolar e social.
A inclusão orienta para o respeito a ter pelas diferenças individuais, pressupondo diversidade
curricular e de estratégias de ensino - aprendizagem. Assim, exige-se à escola que aperfeiçoe as suas
práticas a fim de atender às diferenças, o que implica trabalho em muitas frentes, capaz de a orientar
na direção de um ensino de qualidade e, consequentemente, inclusivo.
Para se criar um ambiente inclusivo, na plena aceção da palavra, para além de recursos
humanos, recursos materiais, tempo para planificação e consultoria, é necessário investir na
construção de currículos adequados, capazes de dar resposta às diferentes problemáticas.
Na nossa prática pedagógica diária, tendo em conta a área muito específica em que atuamos,
uma das nossas preocupações prende-se com a construção de currículos para alunos cujos défices
intelectuais não lhes permitem aceder às aprendizagens curriculares comuns, currículos que os dotem
de competências e saberes fundamentais para o seu futuro, tornando-os o mais autónomos e
autossuficientes possível, conduzindo-os à máxima integração social, capazes de atingir um estatuto
igual ao dos outros membros da comunidade. Deste modo, entendemos que um currículo bem
estruturado constitui o motor de arranque para a inclusão, além de que facilita a implementação do
mesmo e permite, ainda, uma verdadeira consecução dos objetivos nele definidos.
School’s main purpose is – or, at least, should be – to develop citizens totally aware of their duties and rights, endowing them of autonomy and critical sense, tools that will allow them, later, to contribute in a full, civic and responsible way, to the development of the society they belong to. However, school continues to hold on tight to old practices which do not take pity on the huge diversity it receives every day. State control also helps to restrain the autonomy that is said to be given to schools, by all the decisions taken and imposed by the tutorship, fact that obstructs the existence of a truly democratic, intercultural and inclusive school. As our line of work relates to Special Education, this will be the field where we intend this article to fall upon, resorting to recent past events which helped to strengthen the present and lead us to the need of preparing the future, having as main goal the possibility of correcting crucial issues to the accomplishment of a real social and scholar inclusion. Inclusion guides towards respect for individual differences, meaning diversity in what concerns curricula and teaching strategies. Therefore, school is asked to improve its practices in order to respond to differences which implies working in several and distinct fronts, capable of guiding school towards quality and, in consequence, inclusive teaching. To create an inclusive atmosphere, in the true sense of the word, beyond human and material resources, as well as time to planning and consulting, it is of the utmost importance to build adequate curricula that can respond to the different problems teachers deal with. In our daily practice, taking into account the very specific area we work on, one of our concerns is, precisely, the curricula construction to pupils whose intellectual deficits do not allow them to attain the common curricula learning, curricula that may endow them the essential skills and the fundamental knowledge to their future, in order that they may become as autonomous and independent as possible, leading them to the maximum social integration, capable of achieving a status which equals that of other members of the community. That’s why we consider that a well structured curriculum is not only the touchstone to inclusion, but also makes its implementation easier and enables the achievement of the goals in it defined. While carrying through this structuring work, it is utterly important to understand the child’s and its family’s expectations concerning the transition to “after school life”.
School’s main purpose is – or, at least, should be – to develop citizens totally aware of their duties and rights, endowing them of autonomy and critical sense, tools that will allow them, later, to contribute in a full, civic and responsible way, to the development of the society they belong to. However, school continues to hold on tight to old practices which do not take pity on the huge diversity it receives every day. State control also helps to restrain the autonomy that is said to be given to schools, by all the decisions taken and imposed by the tutorship, fact that obstructs the existence of a truly democratic, intercultural and inclusive school. As our line of work relates to Special Education, this will be the field where we intend this article to fall upon, resorting to recent past events which helped to strengthen the present and lead us to the need of preparing the future, having as main goal the possibility of correcting crucial issues to the accomplishment of a real social and scholar inclusion. Inclusion guides towards respect for individual differences, meaning diversity in what concerns curricula and teaching strategies. Therefore, school is asked to improve its practices in order to respond to differences which implies working in several and distinct fronts, capable of guiding school towards quality and, in consequence, inclusive teaching. To create an inclusive atmosphere, in the true sense of the word, beyond human and material resources, as well as time to planning and consulting, it is of the utmost importance to build adequate curricula that can respond to the different problems teachers deal with. In our daily practice, taking into account the very specific area we work on, one of our concerns is, precisely, the curricula construction to pupils whose intellectual deficits do not allow them to attain the common curricula learning, curricula that may endow them the essential skills and the fundamental knowledge to their future, in order that they may become as autonomous and independent as possible, leading them to the maximum social integration, capable of achieving a status which equals that of other members of the community. That’s why we consider that a well structured curriculum is not only the touchstone to inclusion, but also makes its implementation easier and enables the achievement of the goals in it defined. While carrying through this structuring work, it is utterly important to understand the child’s and its family’s expectations concerning the transition to “after school life”.
Descrição
EDUScience : Revista do Centro de Estudos em Educação e Formação
Palavras-chave
EDUCAÇÃO, NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO ESPECIAL, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATIONAL NEEDS, SPECIAL EDUCATION, SCHOOL INCLUSION