A inclusão e a educação democrática como factores nucleares da construção das boas escolas
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2010
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Edições Universitárias Lusófonas
Resumo
O presente artigo integra-se no âmbito do seminário Diversidade, Equidade e Inclusão. Pretende-se, de uma forma sintética, relacionar o conceito de boas escolas, construído a partir dos factores organizacionais básicos que o estruturam, com a inclusão e a educação democrática, sob a tese de que residem, nestes três factores, elementos substantivos de edificação das chamadas boas escolas. Ao relacionar estes conceitos, pretendemos salientar o papel de uma escola, vocacionada para o ensino de qualidade, que respeita a diversidade, a heterogeneidade e a formação integral das novas gerações. Uma escola que propicie a educação genuinamente democrática, que dê as mesmas oportunidades a todos e que não afaste ninguém, uma vez que todo o ser humano tem direito à educação. Se assim for, temos claramente uma alavanca poderosa para a consecução da equidade social. Salientamos ainda a importância do papel do professor na sala de aula, local por excelência de intervenção, onde devem ser, por conseguinte, criadas condições reais para que todos os alunos aprendam juntos.
This paper was presented at the Seminar entitled Diversity, Equity and Inclusion, and its aim was to establish a brief and concise report on the relationship between the concept of «good schools», developed on the basis of main organizational factors that structure them, and inclusion and democratic education, all of them considered under the assumption that these three factors constitute the substance of the «good schools» construction process. The purpose of establishing a relationship between these concepts is to highlight the role of a school that is committed to quality teaching, and at the same time respects diversity, heterogeneity and integral education of new generations. In other words, a school that foments a genuinely democratic education, and gives equal opportunities to all the students without segregating or rejecting anybody simply because all human beings have the right to it. So, if we manage to build this kind of school, we will definitely have a powerful lever for successful social equity building. The paper also highlights the importance of the role of the teacher in the classroom, the privileged place for intervention, where true conditions for cooperative and integrated learning should be created for all the students.
This paper was presented at the Seminar entitled Diversity, Equity and Inclusion, and its aim was to establish a brief and concise report on the relationship between the concept of «good schools», developed on the basis of main organizational factors that structure them, and inclusion and democratic education, all of them considered under the assumption that these three factors constitute the substance of the «good schools» construction process. The purpose of establishing a relationship between these concepts is to highlight the role of a school that is committed to quality teaching, and at the same time respects diversity, heterogeneity and integral education of new generations. In other words, a school that foments a genuinely democratic education, and gives equal opportunities to all the students without segregating or rejecting anybody simply because all human beings have the right to it. So, if we manage to build this kind of school, we will definitely have a powerful lever for successful social equity building. The paper also highlights the importance of the role of the teacher in the classroom, the privileged place for intervention, where true conditions for cooperative and integrated learning should be created for all the students.
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EDUCAÇÃO, GLOBALIZAÇÃO, EDUCAÇÃO INCLUSIVA, DEMOCRACIA, EDUCATION, GLOBALISATION, INCLUSIVE EDUCATION, DEMOCRACY, SDG 10 - Reduced Inequalities
Citação
Marques , M M 2010 , ' A inclusão e a educação democrática como factores nucleares da construção das boas escolas ' , Entretextos .