A aprendizagem de todos para com todos
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2012
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O presente trabalho de investigação-ação vem no decorrer do Mestrado de 2º ciclo em Educação Especial – domínio cognitivo e motor. Com ele, pretendeu-se criar um conjunto de estratégias que permitissem a inclusão de um aluno de 9º ano na sua turma.
Este aluno tem, desde 2008, um PEI por ter dificuldades cognitivas (dislexia fonológica a par de uma disortografia e discalculia) diagnosticadas por um gabinete de psicologia. Estas adaptações não são bem vistas pelos colegas da turma que o rejeitam e em situações extremas, chegam mesmo a desprezá-lo.
O objetivo principal deste projeto é promover a interação, a cooperação, a entreajuda e a partilha, ou seja, a par do desenvolvimento de competências académicas, pretende-se que os alunos da turma desenvolvam valores morais e socio-afetivos, uma vez que contribuem para o sucesso das aprendizagens de todos com todos.
Foram, ainda, abordados, na fundamentação teórica, a educação e a escola inclusiva, a aprendizagem cooperativa, as dificuldades de aprendizagem, a dislexia, disortografia, discalculia e, ainda, o Movimento da Escola Moderna, por terem sido duas das suas cinco estruturas organizativas de desenvolvimento curricular a base da nossa intervenção. Posteriormente, caraterizámos o projeto, a situação na qual se interveio e, por fim, o plano de ação implementado de forma a atingir os objetivos propostos.
Na parte final, isto é, nas reflexões conclusivas, mostram-se os efeitos das estratégias utilizadas, nomeadamente, o trabalho cooperativo, uma vez que se tornaram promotoras das aprendizagens escolares e, concomitantemente, de valores morais e socio-afetivos.
The present work of research-action comes during the 2nd Master´s Degree in special education-cognitive and motor domain. With this work, it was intended to create a set of strategies that would allow for the inclusion of a 9th year student in his class. This student has, since 2008, a PEI (Instrumental Enrichment Program) for having cognitive difficulties (phonological dyslexia together with a dysorthographia and dyscalculia) diagnosed by a Psychology Office. These adjustments are not well seen by colleagues in the class, who reject him and in extreme situations, even despise him. The main reason of this project is to promote interaction, cooperation, mutual assistance and sharing, that is, alongside the development of academic skills, it is intended that the students develop socio-affective and moral values that contribute to the success of the learning for all with everyone. Were also discussed, in theoretical basis, education and inclusive school, cooperative learning, learning difficulties, dyslexia, dysorthographia and dyscalculia, and also, the Modern School Movement (MSM), because they were two of their five structures, the basis of our intervention. Later we distinguish the project, the situation in which it took part and, finally, the action plan implemented in order to achieve the proposed objectives. At the end, concluding reflections, it should be noted that, in fact, the strategies used, in particular the cooperative work, are promoting school and learning at the same time, socio-affective and moral values.
The present work of research-action comes during the 2nd Master´s Degree in special education-cognitive and motor domain. With this work, it was intended to create a set of strategies that would allow for the inclusion of a 9th year student in his class. This student has, since 2008, a PEI (Instrumental Enrichment Program) for having cognitive difficulties (phonological dyslexia together with a dysorthographia and dyscalculia) diagnosed by a Psychology Office. These adjustments are not well seen by colleagues in the class, who reject him and in extreme situations, even despise him. The main reason of this project is to promote interaction, cooperation, mutual assistance and sharing, that is, alongside the development of academic skills, it is intended that the students develop socio-affective and moral values that contribute to the success of the learning for all with everyone. Were also discussed, in theoretical basis, education and inclusive school, cooperative learning, learning difficulties, dyslexia, dysorthographia and dyscalculia, and also, the Modern School Movement (MSM), because they were two of their five structures, the basis of our intervention. Later we distinguish the project, the situation in which it took part and, finally, the action plan implemented in order to achieve the proposed objectives. At the end, concluding reflections, it should be noted that, in fact, the strategies used, in particular the cooperative work, are promoting school and learning at the same time, socio-affective and moral values.
Descrição
Orientação: Filomena de Lurdes Tomé do Rosário Pereira Serralha
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, APRENDIZAGEM COOPERATIVA, COOPERATIVE LEARNING, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, LEARNING DISABILITIES, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH, MODELOS DE ENSINO-APRENDIZAGEM, TEACHING AND LEARNING MODELS, PROJETOS DE INVESTIGAÇÃO, RESEARCH PROJECTS, DIFICULDADES DE APRENDIZAGEM