Aprender a ler, aprender a conviver: aprendizagem da leitura como veículo para a socialização
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Data
2012
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Resumo
O trabalho apresentado é decorrente do Projeto de Intervenção realizado no âmbito do Curso de 2º Ciclo em Educação Especial – domínio cognitivo e motor, da Universidade Lusófona de Humanidades e Tecnologias.
Resumo
A referida intervenção contempla a minimização das dificuldades apresentadas por uma menina a nível da leitura e escrita e da sua socialização, numa perspetiva inclusiva.
M. é o nome fictício da aluna alvo da intervenção. Atualmente, frequenta o 3º ano de escolaridade numa escola pública, em Lisboa área da sua residência.
A revisão da literatura vai sustentar e facilitar a compreensão clara e concisa da intervenção realizada e das posições defendidas sobre esta matéria. Deste modo, são tratados temas no âmbito da exclusão social e escolar, da escola Inclusiva e dos obstáculos que ainda encontramos nas escolas, dos preconceitos, dos alunos com necessidades educativas especiais, das adaptações curriculares, da aprendizagem cooperativa e diferenciação pedagógica, referimo-nos ainda às dificuldades de aprendizagem e, por último, à comunicação e à linguagem oral e escrita.
Para obter informações sobre a M. e sobre o contexto da intervenção, bem como sobre todo o seu processo de inclusão escolar, utilizamos como suporte metodológico, a pesquisa documental, as entrevistas semi-diretivas à professora titular de turma e à professora de ensino especial, a observação naturalista, a sociometria e as notas de campo para se poder complementar as informações.
A planificação global da intervenção foi elaborada a partir do relacionamento/ cruzamento dos dados que resultaram da análise da informação recolhida. Para uma intervenção fundamentada caracterizamos inicialmente o seu contexto escolar e familiar e posteriormente a M.
Os princípios orientadores da intervenção realizada, assentam numa perspetiva de investigação para a ação, e tiveram presentes os objetivos definidos para a M. As atividades foram realizadas, numa perspetiva de aprendizagem muito estruturada, muito refletida e avaliada durante todo o processo, implicando todos os intervenientes.
Esta intervenção, levou-nos a estimular práticas educativas, diferenciadas e inclusivas na turma, com a professora titular dessa turma e com a professora do ensino especial com os colegas da M.
The following presentation is the result of the intervention project carried out under the 2nd cycle courses in Special Education at Universidade Lusófona de Humanidades e Tecnologias. The mentioned intervention considers the minimization of the difficulties presented by a girl at the level of reading, writing and socialization, in an inclusive perspective. M. is the fictional name of the student target of intervention. She is currently attending the 3rd year of the 1st cycle in a public school in Lisbon, her area of residence. The work review will sustain and provide a clear and concise understanding of the intervention performed and of the positions adopted on this matter. Like so the themes are dealt within the framework of social and school exclusion and Inclusion and the obstacles that are still found in schools: pupils with special educational needs, of curricular adaptations, cooperative learning and pedagogical differentiation, the learning difficulties along with communication and oral and written language. For information about M and about the context of intervention, as well as on her entire school inclusion process we used as methodological support the following elements: desk research; semi structured interviews to the classes teacher and the one of special education; naturalistic observation, sociometry and field notes to complement the information. The overall planning of the intervention was drafted from the co-relation/cross-check of data that resulted from the analysis of the information. For a well-structured intervention we characterized initially the educational and family background and later M. herself. The guiding principles of the intervention held, on an investigation for action, as well as the main goals defined for M. The activities undertaken in a structured learning perspective well thought and evaluated during the entire process and involving all actors. This intervention has led us to challenge educational practices, differentiated and inclusive in class, with the titular teacher and the special education teacher and their classmates.
The following presentation is the result of the intervention project carried out under the 2nd cycle courses in Special Education at Universidade Lusófona de Humanidades e Tecnologias. The mentioned intervention considers the minimization of the difficulties presented by a girl at the level of reading, writing and socialization, in an inclusive perspective. M. is the fictional name of the student target of intervention. She is currently attending the 3rd year of the 1st cycle in a public school in Lisbon, her area of residence. The work review will sustain and provide a clear and concise understanding of the intervention performed and of the positions adopted on this matter. Like so the themes are dealt within the framework of social and school exclusion and Inclusion and the obstacles that are still found in schools: pupils with special educational needs, of curricular adaptations, cooperative learning and pedagogical differentiation, the learning difficulties along with communication and oral and written language. For information about M and about the context of intervention, as well as on her entire school inclusion process we used as methodological support the following elements: desk research; semi structured interviews to the classes teacher and the one of special education; naturalistic observation, sociometry and field notes to complement the information. The overall planning of the intervention was drafted from the co-relation/cross-check of data that resulted from the analysis of the information. For a well-structured intervention we characterized initially the educational and family background and later M. herself. The guiding principles of the intervention held, on an investigation for action, as well as the main goals defined for M. The activities undertaken in a structured learning perspective well thought and evaluated during the entire process and involving all actors. This intervention has led us to challenge educational practices, differentiated and inclusive in class, with the titular teacher and the special education teacher and their classmates.
Descrição
Orientação: Rosa Serradas Duarte
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, DIFICULDADES DE APRENDIZAGEM, EXCLUSÃO SOCIAL, ADAPTAÇÃO ESCOLAR, EDUCATION, INCLUSIVE EDUCATION, SOCIAL EXCLUSION, LEARNING DISABILITIES, STUDENT ADJUSTMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR