Pedagogía sistémica e interculturalidad: claves para construir un aula inclusiva
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Data
2018
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University of Lusophone Humanities and Technology
Resumo
Os processos de globalização atuais geram grandes migrações que confguram sociedades multiculturais nos países desenvolvidos. Eles enfrentam um dilema fundamental: incluir ou excluir esse grupo de pessoas. Neste artigo, vamos defender os benefícios da inclusão e compreender que a construção de escolas verdadeiramente inclusivas é uma boa maneira de ajudar a criar sociedades mais integradoras, justas e equilibradas. A partir deste ponto de partida, entendendo que a inclusão e a atenção à diversidade é um dos pilares fundamentais sobre os quais deve girar a educação do século XXI, desenvolvemos uma proposta de construção de salas de aula verdadeiramente inclusivas, onde não só os alunos imigrantes, mas todos se sintam reconhecidos, aceites e incluídos. Para fazer isso, contamos com as orientações oferecidas pela Pedagogia Sistémica, organizadas em torno de duas áreas fundamentais: atitudes, habilidades e competências pedagógicas do profesor e directrizes e estratégias a serem realizadas em sala de aula.
The current processes of globalization generate large migrations that lead to the formation of multicultural societies in the most advanced countries. These countries face a crucial dilemma: to include or exclude these minorities. In this paper, we defend the advantages of inclusion, from the understanding that creating truly inclusive educational centers is a good way to contribute towards the creation of more inclusive, fair and balanced societies. From this starting point, understanding that inclusion and attention to diversity is one of the core axes on which education in the 21st century should turn, we elaborate a proposal to construct authentically inclusive classes, where not only immigrant students but everyone feels recognized, accepted and included. To do so, we rely on the and guidelines offered by Systemic Pedagogy, which are organized around two key areas: attitudes, skills and abilities of the teacher, and strategies and guidelines to carry out in the classroom.
The current processes of globalization generate large migrations that lead to the formation of multicultural societies in the most advanced countries. These countries face a crucial dilemma: to include or exclude these minorities. In this paper, we defend the advantages of inclusion, from the understanding that creating truly inclusive educational centers is a good way to contribute towards the creation of more inclusive, fair and balanced societies. From this starting point, understanding that inclusion and attention to diversity is one of the core axes on which education in the 21st century should turn, we elaborate a proposal to construct authentically inclusive classes, where not only immigrant students but everyone feels recognized, accepted and included. To do so, we rely on the and guidelines offered by Systemic Pedagogy, which are organized around two key areas: attitudes, skills and abilities of the teacher, and strategies and guidelines to carry out in the classroom.
Descrição
Revista Lusófona de Educação
Palavras-chave
ESTRATÉGIAS DE FORMAÇÃO, EDUCAÇÃO, INTERCULTURALIDADE, COMPETÊNCIAS PROFISSIONAIS, PROFESSORES, PEDAGOGIA, TRAINING STRATEGIES, EDUCATION, INTERCULTURALITY, PROFESSIONAL SKILLS, TEACHERS, PEDAGOGY
Citação
Álvarez Núñez, Q 2018, 'Pedagogía sistémica e interculturalidad: claves para construir un aula inclusiva', Revista Lusófona de Educação.