Aquisição de hábitos de trabalho e valores de cidadania em Percursos Curriculares Alternativos: uma educação inclusiva ou excludente?
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2012
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O trabalho apresentado decorre do Projecto de Intervenção realizado no âmbito do Mestrado em Educação Especial: domínio cognitivo e motor, na Universidade Lusófona de Humanidades e Tecnologias. A presente intervenção contempla o trabalho realizado com uma turma de currículo alternativo (Cursos de Educação e Formação de Jovens), no que concerne à aquisição de hábitos e métodos de estudo e trabalho, bem como à interiorização de determinados valores de cidadania, potenciadores da aquisição de alguma motivação para a aprendizagem.
O enquadramento teórico facilitará a compreensão das pedras basilares da intervenção, bem como das posições defendidas relativamente à escola inclusiva, à educação para a cidadania, à escola como espaço de luta contra a exclusão e o estigma e à possibilidade de uma aprendizagem significativa e integradora.
Para obter informações sobre a turma em questão, sobre a sua integração num espaço escolar específico e para delinear todo o processo de intervenção foram utilizados vários suportes metodológicos, a saber, a pesquisa documental, a observação naturalista, os questionários e diversos instrumentos de registo (notas de campo).
Os princípios que orientaram a intervenção realizada, tendo como horizonte uma investigação - acção, bem como os objectivos definidos para a turma, as diversas actividades realizadas, os métodos de avaliação dessa mesma aprendizagem e a colaboração de todos os intervenientes neste processo, permitiram a constatação de algumas melhorias relevantes na área académica e social, em alguns alunos.
As práticas educativas que delinearam esta intervenção permitiram desbravar novos caminhos em direcção a novas formas de encarar o ensino de jovens em risco de abandono escolar, permitindo uma nova visão da importância de uma escola democrática, integradora e acolhedora.
Considerando-se que no início estávamos perante um grupo-turma com muitas dificuldades comportamentais, com falta de auto-estima e gosto pela escola e com total ausência de métodos e hábitos de estudo e trabalho, pode afirmar-se que todos os alunos melhoraram nos aspectos referidos, demonstrando um comportamento mais adequado em sala de aula e adquirindo alguns métodos e hábitos de estudo relevantes para o sucesso escolar.
This work follows the Intervention Project done within the Masters in Special Education: motor and cognitive domain, at the Universidade Lusófona de Humanidades e Tecnologias. This intervention contemplates the work performed with a special curiiculae class (Young People Education and Training Degrees), regarding the acquisition of study and work habits, as well as the assimilation of certain citizenship values, which enable the acquisition of some motivation regarding learning. The theoretical framework will enable the understanding of the cornerstones of the intervention, as well as the upheld positions regarding inclusive school, education for citizenship, the school as a space of struggle against exclusion and stigma and the possibility of a significant and inclusive learning. Several methodological supports were used to get information about the class in question, about its integration in a specific learning space and to outline all the intervention process, namely documental research, naturalist observation, questionnaires and several registration instruments (field notes). The principles that guided the intervention, aiming at an investigation/action, as well as the goals defined for the class, the innumerous activities performed, the evaluation methods of that same learning and the cooperation of everyone involved in the project, allowed, in some students, for some relevant improvements in academic and social areas. The educational practices which outlined this intervention allowed for the exploration of new paths towards new ways to regard the teaching of young people in risk of school abandonment, enabling a new vision of the importance of a democratic, inclusive and welcoming school.while at the start we were faced with a class with many behavioural difficulties, low self-esteem, lack of interest in the school and with total absence of methods and habits of studying and working, it can be stated that all the students improved in these respects, demonstrating a behaviour more suited to the classroom and acquiring some study methods and behaviour required for academic success.
This work follows the Intervention Project done within the Masters in Special Education: motor and cognitive domain, at the Universidade Lusófona de Humanidades e Tecnologias. This intervention contemplates the work performed with a special curiiculae class (Young People Education and Training Degrees), regarding the acquisition of study and work habits, as well as the assimilation of certain citizenship values, which enable the acquisition of some motivation regarding learning. The theoretical framework will enable the understanding of the cornerstones of the intervention, as well as the upheld positions regarding inclusive school, education for citizenship, the school as a space of struggle against exclusion and stigma and the possibility of a significant and inclusive learning. Several methodological supports were used to get information about the class in question, about its integration in a specific learning space and to outline all the intervention process, namely documental research, naturalist observation, questionnaires and several registration instruments (field notes). The principles that guided the intervention, aiming at an investigation/action, as well as the goals defined for the class, the innumerous activities performed, the evaluation methods of that same learning and the cooperation of everyone involved in the project, allowed, in some students, for some relevant improvements in academic and social areas. The educational practices which outlined this intervention allowed for the exploration of new paths towards new ways to regard the teaching of young people in risk of school abandonment, enabling a new vision of the importance of a democratic, inclusive and welcoming school.while at the start we were faced with a class with many behavioural difficulties, low self-esteem, lack of interest in the school and with total absence of methods and habits of studying and working, it can be stated that all the students improved in these respects, demonstrating a behaviour more suited to the classroom and acquiring some study methods and behaviour required for academic success.
Descrição
Orientação: Manuel Tavares ; co-orientação: Rosa Serradas Duarte
Palavras-chave
EDUCAÇÃO, INCLUSÃO SOCIAL, CIDADANIA, DEMOCRACIA, MÉTODOS DE TRABALHO, EDUCATION, SOCIAL INTEGRATION, CITIZENSHIP, DEMOCRACY, WORKING METHODOLOGIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR