A trilogia do sucesso: a educação inclusiva, a investigação-acção e a intervenção no grupo, atendendo à sua diversidade
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2011
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O presente trabalho de projecto teve como principal objectivo compreender de
que modo se pode promover o sucesso de todos, através do sucesso de cada um, num
grupo heterogéneo de crianças do 2º e 3º ano do 1º Ciclo, com diferentes níveis de
aprendizagem e problemáticas diversificadas. Com o principal objectivo de provocar
mudanças positivas na dinâmica e intervenientes deste contexto, adoptou-se a
metodologia de investigação-acção e recorreu-se a técnicas de pesquisa documental, à
entrevista semi-directiva, à observação naturalista e à sociometria. O processo
interventivo seguiu um plano de acção, inicialmente delimitado face às problemáticas
diagnosticadas. Realizou-se de Fevereiro a Junho de 2010 seguindo uma estrutura
cíclica e em espiral, composto por etapas de planificação, acção, avaliação e reflexão,
para nova acção, que se tornou progressivamente mais informada. Esta metodologia
permitiu alcançar resultados muito positivos e mudanças importantes no contexto
intervencionado. Especificamente, numa fase inicial, a turma apresentava baixos
desempenhos sociais, relacionais, comportamentais e académicos. Conjugados com
estas problemáticas, todos os alunos apresentavam uma baixa autonomia, auto-estima e
motivação para o processo de ensino-aprendizagem. Para além destes factores, apesar
da heterogeneidade do grupo, de onde se destacavam os alunos 5, 9, 11, 12 e 13,
considerados com necessidades educativas especiais, a dinâmica da prática pedagógica
desenvolvida assentava num modelo de ensino tradicional, centrado no professor e nos
desempenhos do aluno médio, reveladora de uma baixa eficiência de resultados. A
heterogeneidade da turma era encarada como um obstáculo à aprendizagem. A
intervenção desenvolvida, de forma fundamentada, permitiu um ensino inclusivo na
turma, suportado na diferenciação pedagógica inclusiva, alcançada através da
aprendizagem cooperativa, da tutoria entre pares e de uma estrutura coesa de parceria
pedagógica entre a professora titular da turma e a investigadora. Para além destes, a
intervenção realizada permitiu resultados positivos ao nível do perfil do grupo-turma,
nomeadamente pelo registo de uma melhoria muito significativa nos desempenhos
cognitivos, sócio-afectivos e comportamentais dos alunos.
The present project work had as main objective to understand the way one can promote the success of all through the success of each one in a heterogeneous group of children of the 2nd and 3rd years of the 1st Cycle with different levels of learning and several problematic. With the main purpose of causing positive changes in the dynamics and actors of this context, the action-research methodology was adopted as well as the techniques of documentary research, and the half-directive interview, the naturalistic observation and the sociometry. The intervention process followed an action plan, initially delimited face to the problematic ones diagnosed. It took place from February to June 2010 following a cyclical and spiral structure made of stages of planning, action, evaluation and reflection, to a new action that became gradually more informed. This methodology allowed to reach very positive results and important changes in the interventional context. Specifically, in an initial phase, the group presented low social, relational, behavioral and academics performances. Together with these problematic issues, all the pupils presented a low autonomy, low self-esteem and low motivation for the teach-learning process. In addition to these factors there was the heterogeneity of the group (a group of pupils 5, 9, 11, 12 and 13 considered with special needs), and the teaching process was based on a traditional model centered in the teacher and the performances of the average pupil, revealing a low efficiency of results. The heterogeneity of the group was faced as an obstacle to the learning process. The developed intervention allowed an inclusive educational model in the group based in the inclusive pedagogical differentiation, reached through the cooperative learning, peer tutoring and a cohesive structure of pedagogical partnership between the titular teacher of the group and the researcher. Beyond these aspects, the research allowed positive results in the class, mainly a significant improvement in the cognitive, socio-emotional and behavioral performances of the pupils.
The present project work had as main objective to understand the way one can promote the success of all through the success of each one in a heterogeneous group of children of the 2nd and 3rd years of the 1st Cycle with different levels of learning and several problematic. With the main purpose of causing positive changes in the dynamics and actors of this context, the action-research methodology was adopted as well as the techniques of documentary research, and the half-directive interview, the naturalistic observation and the sociometry. The intervention process followed an action plan, initially delimited face to the problematic ones diagnosed. It took place from February to June 2010 following a cyclical and spiral structure made of stages of planning, action, evaluation and reflection, to a new action that became gradually more informed. This methodology allowed to reach very positive results and important changes in the interventional context. Specifically, in an initial phase, the group presented low social, relational, behavioral and academics performances. Together with these problematic issues, all the pupils presented a low autonomy, low self-esteem and low motivation for the teach-learning process. In addition to these factors there was the heterogeneity of the group (a group of pupils 5, 9, 11, 12 and 13 considered with special needs), and the teaching process was based on a traditional model centered in the teacher and the performances of the average pupil, revealing a low efficiency of results. The heterogeneity of the group was faced as an obstacle to the learning process. The developed intervention allowed an inclusive educational model in the group based in the inclusive pedagogical differentiation, reached through the cooperative learning, peer tutoring and a cohesive structure of pedagogical partnership between the titular teacher of the group and the researcher. Beyond these aspects, the research allowed positive results in the class, mainly a significant improvement in the cognitive, socio-emotional and behavioral performances of the pupils.
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Orientação: Isabel Rodrigues Sanches Fonseca
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, PEDAGOGIA, TUTORIA, METACOGNIÇÃO, SOCIALIZAÇÃO, APRENDIZAGEM COOPERATIVA, EDUCATION, INCLUSIVE EDUCATION, PEDAGOGY, METACOGNITION, SOCIALIZATION, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, MENTORSHIP