Crianças em risco: projecto de apoio sob os princípios da educação inclusiva
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Ultrapassadas as concepções que apontavam como desejável a prévia classificação do aluno e
a sua colocação em classes homogéneas, neste momento trabalha-se no sentido de
desenvolver estratégias de inclusão baseadas em processos de educação sócio democráticos,
para atender e responder adequadamente a crianças em risco de exclusão educativa e/ou
social, no sentido de as incluir em classes heterogéneas. Foi com base neste princípio, que se
desenvolveu o projecto, partindo da compreensão do trabalho desenvolvido numa IPSS, como
Educadora de Infância, e na CPCJ, como membro da Comissão Restrita, para posteriormente
delinear estratégias facilitadoras de inclusão e atendimento sócio democrático. Pertinentes
para o trabalho de parceria, desenvolvido entre diversas entidades envolvidas neste projecto
de investigação-acção. Com o trabalho de equipa foi possível proporcionar estratégias e
encontrar soluções pertinentes no processo de inclusão e no desenvolvimento sócio
pedagógico de crianças em risco em idade de creche, implementando assim um trabalho
cooperativo entre as instituições, a família, a comunidade educativa e a comunidade local.
The concepts, that showed as desirable the previous marking of the students and his setting in homogeneous classes, having been surpassed, the goals were set in working to develop inclusion strategies based in educational and social democratic processes in order to adequately answer to children in educational / or social exclusion risk to include them in heterogeneous classes. Supported by this principle, we elaborated this Project, assuming the developed understanding of the work in a Private Social Solidarity Institution (IPSS), working as Children Educators and Members of the Children and Young Protection Committee (CPCJ), Restrictive Committee. Subsequently, inclusion and socio democratic reception facilitator’s strategies have been set regarding the partnership work developed by the involved organizations in this research-action project. Due to team work it was also possible to find important strategies and solutions to the inclusive social and pedagogical process of toddlers at risk having thus implemented a cooperative work between the organisations, the family and the educational and local communities.
The concepts, that showed as desirable the previous marking of the students and his setting in homogeneous classes, having been surpassed, the goals were set in working to develop inclusion strategies based in educational and social democratic processes in order to adequately answer to children in educational / or social exclusion risk to include them in heterogeneous classes. Supported by this principle, we elaborated this Project, assuming the developed understanding of the work in a Private Social Solidarity Institution (IPSS), working as Children Educators and Members of the Children and Young Protection Committee (CPCJ), Restrictive Committee. Subsequently, inclusion and socio democratic reception facilitator’s strategies have been set regarding the partnership work developed by the involved organizations in this research-action project. Due to team work it was also possible to find important strategies and solutions to the inclusive social and pedagogical process of toddlers at risk having thus implemented a cooperative work between the organisations, the family and the educational and local communities.
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Orientação: Jorge Manuel de Melo Serrano