Cooperar para ser mais : a cooperação entre docentes, perspetivando uma prática pedagógica inclusiva
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2020
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O presente trabalho é um projeto de investigação ação, integrado no Mestrado de Educação Especial, tendo como ponto de partida a inclusão de uma criança com Transtorno do Espetro do Autismo, numa turma do 2º ano do Ensino Básico.
As preocupações da professora, face à situação criada, foram o nosso desafio. Depois de algumas conversas informais, fizemos uma entrevista semiestruturada à professora, uma conversa com as crianças e a observação naturalista da sala de aula. A análise da informação recolhida colocou-nos perante a necessidade de alterar as dinâmicas pedagógicas para desenvolvimento de competências sociais e académicas de todos os alunos e, ao mesmo tempo, cooperar com a colega para ajudar nas alterações a realizar. Introduzimos a metodologia de projeto para exploração de conteúdos académicos, tendo também muita atenção na formação dos grupos de trabalho e nas aprendizagens sociais a fazer dentro do grupo e inter-grupos. A cooperação entre as docentes processou-se em todas as fases do processo, numa dinâmica em espiral de ação/reflexão/ação. De março a junho de 2019, fizemos doze intervenções em sala de aula, pensadas em conjunto, com objetivos bem definidos, realizadas em co-docência, e com uma reflexão final feita com os alunos. Eram apontados pontos fortes e pontos fracos e sugeridas propostas de atuação futura. Esta informação era depois analisada pelas duas docentes e utilizada para a sessão seguinte. Os dados recolhidos, após a intervenção, revelaram que a professora agora compreende que a sala de aula é um espaço onde as crianças têm voz, conseguem fazer “coisas” sozinhas, um espaço para cooperarem, ajudar-se e decidir também e que ter alguém “ao lado”, para trabalhar com, afasta medos e revela potencialidades, antes desconhecidas. Partir dos interesses dos alunos, para a seleção das aprendizagens e das metodologias, revelaram-se e são uma garantia de sucesso, em termos académicos e sociais, para todos.
The present study is a result of an investigation action project integrated in the Master of Special Education. As a starting point, we approached the inclusion of a child with Autism Spectrum Disorder, in the second grade class of basic education. The teacher's concerns, given the situation, were our challenge. After some informal conversations, a semi-structured interview was conducted with the teacher, a conversation with the children and the naturalistic observation of the classroom. The analysis of the collected information placed the need to change the pedagogical dynamics for the development of social and academic skills of all students and, at the same time, cooperate with the colleague to aid in the necessary changes. We experimented with introducing the project methodology to explore academic content, also paying close attention to the formation of working groups and social learning made within the group and inter-groups. Cooperation between teachers took place at all stages of the process, in a dynamic spiral of action / reflection / action. From March until June 2019, we made twelve interventions in the classroom, thought together, with well-defined objectives, carried out in co-teaching, and with a final reflection made with the students. Strengths and weaknesses were pointed out and proposals for future action were suggested. This information was then analyzed by the two teachers and used for the next session. The data collected, at the final moment, revealed that the teacher now understands that the classroom is a space where children have a voice, they can do “things” on their own, a space to cooperate, help and decide too. Having someone to work with "by their side", dispels fears and reveals potentials, previously unknown. Taking in to consideration, the interests of students, when selecting learning solutions and methodologies, it has been proven to be and are a guarantee of success, in academic and social terms, for all.
The present study is a result of an investigation action project integrated in the Master of Special Education. As a starting point, we approached the inclusion of a child with Autism Spectrum Disorder, in the second grade class of basic education. The teacher's concerns, given the situation, were our challenge. After some informal conversations, a semi-structured interview was conducted with the teacher, a conversation with the children and the naturalistic observation of the classroom. The analysis of the collected information placed the need to change the pedagogical dynamics for the development of social and academic skills of all students and, at the same time, cooperate with the colleague to aid in the necessary changes. We experimented with introducing the project methodology to explore academic content, also paying close attention to the formation of working groups and social learning made within the group and inter-groups. Cooperation between teachers took place at all stages of the process, in a dynamic spiral of action / reflection / action. From March until June 2019, we made twelve interventions in the classroom, thought together, with well-defined objectives, carried out in co-teaching, and with a final reflection made with the students. Strengths and weaknesses were pointed out and proposals for future action were suggested. This information was then analyzed by the two teachers and used for the next session. The data collected, at the final moment, revealed that the teacher now understands that the classroom is a space where children have a voice, they can do “things” on their own, a space to cooperate, help and decide too. Having someone to work with "by their side", dispels fears and reveals potentials, previously unknown. Taking in to consideration, the interests of students, when selecting learning solutions and methodologies, it has been proven to be and are a guarantee of success, in academic and social terms, for all.
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Orientação: Isabel Rodrigues Sanches
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, COOPERAÇÃO, AUTISMO, EDUCATION, INCLUSIVE EDUCATION, COOPERATION, AUTISM