Quando dói ouvir o fado na voz de uma criança : a inclusão de um jovem vítima de maus tratos na infância que intui ser filho de ninguém
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2012
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O presente Trabalho de Projeto foi elaborado no âmbito do Mestrado em
Ciências da Educação – Educação Especial: Domínio Cognitivo e Motor, ministrado
pela Universidade Lusófona de Humanidades e Tecnologias.
Transporta para a escrita a experiência de uma intervenção realizada no
campo da investigação-ação, numa turma de 8º ano que integrava um aluno com
necessidades educativas especiais que beneficiava de um currículo específico
individual e manifestava graves limitações ao nível das funções do temperamento e da
personalidade, bem como um défice cognitivo ligeiro, provocados por maus tratos
ocorridos na infância.
O principal objetivo prendeu-se com a alteração do perfil de funcionalidade do
referido aluno e do respetivo grupo turma. Neste sentido, foram desencadeadas
intervenções em contexto de sala de aula na área de Língua Portuguesa e em
contexto individual, baseadas num trabalho expresso de parceria pedagógica entre os
agentes educativos envolvidos, assente em estratégias e práticas de educação
inclusiva que consideraram o grupo na sua globalidade.
O estudo permitiu evidenciar uma melhoria do ambiente de trabalho dentro e
fora da sala de aula, sendo possível comprovar que a implementação de estruturas
cooperativas e de uma diferenciação pedagógica inclusiva promove o respeito pela
heterogeneidade existente, respeita as especificidades individuais de cada aluno e
permite a construção de aprendizagens significativas, bem como o desenvolvimento
pessoal e social de todos os intervenientes, evitando práticas de discriminação.
This Project was developed as part of a Master of Science in Education - Special Education: Cognitive Domain and Motor, taught by the Universidade Lusófona de Humanidades e Tecnologias. It represents the experience of an intervention in the field of action/research, in a class of 8th year which included a student with special needs who had an individual curriculum and expressed serious limitations in the temperament and personality functions, as well as one mild cognitive impairment, caused by maltreatment occurring in childhood. The main objective caught up with the changing profile of functionality of that student and the respective class. In this regard, interventions were triggered in the context of Portuguese Language´s classroom and on an individual context, based on a work expressed by pedagogical partnership among the educational agents involved. It was also based on strategies and practices of inclusive education and cooperative learning that considered the group as a whole. The study has allowed evidencing an improvement in the working environment inside and outside the classroom. It confirmed that the implementation of cooperative structures and inclusive pedagogical differentiation promote the respect for heterogeneity, the respect for the individual circumstances of each student and also allows the construction of meaningful learning, as well as personal and social development of all and with all those involved, avoiding discriminatory practices.
This Project was developed as part of a Master of Science in Education - Special Education: Cognitive Domain and Motor, taught by the Universidade Lusófona de Humanidades e Tecnologias. It represents the experience of an intervention in the field of action/research, in a class of 8th year which included a student with special needs who had an individual curriculum and expressed serious limitations in the temperament and personality functions, as well as one mild cognitive impairment, caused by maltreatment occurring in childhood. The main objective caught up with the changing profile of functionality of that student and the respective class. In this regard, interventions were triggered in the context of Portuguese Language´s classroom and on an individual context, based on a work expressed by pedagogical partnership among the educational agents involved. It was also based on strategies and practices of inclusive education and cooperative learning that considered the group as a whole. The study has allowed evidencing an improvement in the working environment inside and outside the classroom. It confirmed that the implementation of cooperative structures and inclusive pedagogical differentiation promote the respect for heterogeneity, the respect for the individual circumstances of each student and also allows the construction of meaningful learning, as well as personal and social development of all and with all those involved, avoiding discriminatory practices.
Descrição
Orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
EDUCAÇÃO, MAUS-TRATOS INFANTIS, FADO, INCLUSÃO SOCIAL, EDUCATION, CHILD ABUSE, FADO, SOCIAL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR