Passo a passo : rumo à inclusão e cooperação numa turma CEF
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2012
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O presente estudo empírico incide sobre uma turma de um Curso de Educação e Formação (CEF) do nono ano e as estratégias conducentes à sua inclusão na comunidade escolar, através da formação e mediante o espírito de colaboração dos seus membros.
Tratava-se de um grupo de alunos inseridos numa EB 2,3 de um Território Educativo de Intervenção Prioritária (TEIP), cujo percurso estava pautado pelo insucesso escolar, absentismo, abandono escolar, desmotivação, incumprimento de regras, ausência de relações entre os pares e sentimentos de exclusão.
A intervenção assentou numa metodologia qualitativa numa abordagem de investigação-ação e no pressuposto de que a implementação de um modelo de aprendizagem cooperativa, através de um conjunto de projetos na escola, sala de aula, famílias e comunidade local, conduziria ao sucesso educativo da turma e à sua transição para o mundo laboral. Recorreu-se à pesquisa documental, sociometria, entrevista, inquéritos por questionário e observação naturalista para recolher dados numa primeira fase. Posteriormente repetiram-se aquelas técnicas e utilizou-se a criação de um blogue para proceder à avaliação da intervenção.
Os resultados mostram que a cooperação no seio da turma contribuiu para a sua inclusão na comunidade escolar e para o sucesso escolar e integração profissional da maioria dos seus alunos.
This empirical study focuses on a class of an Education and Training Basic Degree (CEF) at the level of the ninth year of schooling and on the strategies leading to their inclusion in the school community, through a development programme and cooperative environment among their members. They were a group of students attending an a E.B 2,3 included in a so-called Educational Territory of Priority Intervention (TEIP), whose background was noticeably marked by academic failure, absenteeism, school dropout, lack of motivation, rules disregards, lack of relationships between pairs and feelings of exclusion. Data collection was made through qualitative methodology in an action-research approach and the implementation of a model of cooperative learning, through a series of projects in the school, classroom, family and local community, that was assumed to lead to the educational accomplishment of the group and their following transition into labour. Documental research, sociometry, interview, survey and naturalistic observation were initially used to collect data. Subsequently, these techniques were repeated and the creation of a blog was also used to proceed with the intervention’s evaluation. The results show that the cooperation within the group contributed to their inclusion in the school community and to the academic and professional integration of most of the students.
This empirical study focuses on a class of an Education and Training Basic Degree (CEF) at the level of the ninth year of schooling and on the strategies leading to their inclusion in the school community, through a development programme and cooperative environment among their members. They were a group of students attending an a E.B 2,3 included in a so-called Educational Territory of Priority Intervention (TEIP), whose background was noticeably marked by academic failure, absenteeism, school dropout, lack of motivation, rules disregards, lack of relationships between pairs and feelings of exclusion. Data collection was made through qualitative methodology in an action-research approach and the implementation of a model of cooperative learning, through a series of projects in the school, classroom, family and local community, that was assumed to lead to the educational accomplishment of the group and their following transition into labour. Documental research, sociometry, interview, survey and naturalistic observation were initially used to collect data. Subsequently, these techniques were repeated and the creation of a blog was also used to proceed with the intervention’s evaluation. The results show that the cooperation within the group contributed to their inclusion in the school community and to the academic and professional integration of most of the students.
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Orientação: Manuela Guilherme
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EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, SUCESSO ESCOLAR, SCHOOL SUCCESS, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR