Educação para todos e com todos : intervenção num grupo/turma que inclui um aluno com défice cognitivo
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Data
2009
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Advogando a adopção de práticas inclusivas, o movimento da “escola para todos”, preconiza o atendimento à diversidade de alunos hoje existente nas escolas.
Práticas de aprendizagem cooperativa, partindo da heterogeneidade de saberes, são
consideradas como uma mais-valia geradora de sucesso para todos. No entanto, não tem sido fácil romper com o modelo de escola tradicional, na adopção de novas práticas que,por desconhecimento ou resistência à mudança, são consideradas mera teoria. Com este estudo, procurou-se implementar tais práticas, na tentativa de dar resposta a um problema real.
Entendendo que um aluno de 9 anos de idade, no 4º ano de escolaridade que,não sabendo ler ou escrever, devido a um défice cognitivo, deve estar incluído na sala de
aula, partilhando com os colegas as actividades académicas, deu-se início à caraterização da situação sobre a qual se pretendia intervir. Para tal, recorreu-se à
sociometria, pesquisa documental, observação naturalista e entrevista à professora da turma. Seguidamente foi elaborado um plano de acção constituído por actividades a implementar num contexto de aprendizagem cooperativa, recorrendo ao agrupamento heterogéneo, diferenciação pedagógica e ensino em parceria.
Numa linha de investigação-acção, foram dinamizadas sessões semanais durante um período de 4 meses. A partir do registo dos momentos de planificação, acção, avaliação e reformulação, foi possível interpretar os resultados obtidos.
Ao longo deste trabalho, contou-se com a participação de todos os alunos, não obstante as diferenças existentes, inclusivé as do aluno em causa. Os conflitos entre
pares diminuíram e a cooperação tomou forma, contribuindo para aquisições ao nível
académico e socioafectivo. Também a família e o A.T.L., enquanto parceiros deste
trabalho, reconheceram as aquisições inequívocas, no que diz respeito ao nível do
desenvolvimento e comportamento do aluno.
Advocating the adoption of inclusive practices, the "school for all" movement draws attention upon the diversity of students attending schools at the present moment. Cooperative learning, based on the heterogeneity of various types of knowledge, is considered an asset generating success for all students involved. However, it hasn’t been easy to break with the traditional school model, adopting new practices that, because of ignorance or resistance to change, are still considered mere theory. With this study, we tried to implement such practices in an attempt to respond to a real problem. We believe that a 9 year-old, fourth-grade student, who does not know how to read or write due to cognitive impairment, must be inclued in the classroom, sharing academic activities with his classmates: thus, we begin by characterizing the situation in which we intended to develop our intervention. Bearing this purpose in mind, we resorted to Sociometry, documentary research, naturalistic observation, and we interviewed the teacher responsible for the class. A plan of action ensued consisting of activities designed to be implemented in the context of cooperative learning, using heterogeneous grouping, differentiated teaching and learning in partnership. Weekly sessions were held over a 4-month period, following a method of actionresearch. Upon registration of the moments of planning, action, evaluation and revision, it was possible to interpret the results. Throughout this research, we could count on the participation of all students, regardless of differences, including the student in question. Peer conflict decreased and cooperation took shape, contributing to academic acquisitions as well as social and emotional ones. The student’s family, as well as the extra-curricular activities’ school, working as partners in this process, acknowledged the clear gains, regarding both the level of development and the behaviour of the student.
Advocating the adoption of inclusive practices, the "school for all" movement draws attention upon the diversity of students attending schools at the present moment. Cooperative learning, based on the heterogeneity of various types of knowledge, is considered an asset generating success for all students involved. However, it hasn’t been easy to break with the traditional school model, adopting new practices that, because of ignorance or resistance to change, are still considered mere theory. With this study, we tried to implement such practices in an attempt to respond to a real problem. We believe that a 9 year-old, fourth-grade student, who does not know how to read or write due to cognitive impairment, must be inclued in the classroom, sharing academic activities with his classmates: thus, we begin by characterizing the situation in which we intended to develop our intervention. Bearing this purpose in mind, we resorted to Sociometry, documentary research, naturalistic observation, and we interviewed the teacher responsible for the class. A plan of action ensued consisting of activities designed to be implemented in the context of cooperative learning, using heterogeneous grouping, differentiated teaching and learning in partnership. Weekly sessions were held over a 4-month period, following a method of actionresearch. Upon registration of the moments of planning, action, evaluation and revision, it was possible to interpret the results. Throughout this research, we could count on the participation of all students, regardless of differences, including the student in question. Peer conflict decreased and cooperation took shape, contributing to academic acquisitions as well as social and emotional ones. The student’s family, as well as the extra-curricular activities’ school, working as partners in this process, acknowledged the clear gains, regarding both the level of development and the behaviour of the student.
Descrição
Orientação: Isabel Sanches
Palavras-chave
EDUCAÇÃO INCLUSIVA, DÉFICE COGNITIVO, APRENDIZAGEM COOPERATIVA, INCLUSIVE EDUCATION, COGNITIVE DEFICIT, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, APRENDIZAGEM, LEARNING