Amanhecer para uma nova realidade : uma experiência de educação de todos, com todos e para todos, no 1º ciclo do ensino básico
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2010
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A educação Inclusiva pressupõe proporcionar a todos os alunos as condições para que possam aprender e interagir de forma cooperativa e solidária e, assim, desenvolver competências tanto ao nível social como académico (Leitão, 2006).
Foi neste seguimento que surgiu o presente Trabalho de Projecto, tendo como enfoque uma turma do 4º ano, onde se encontra incluída uma criança com Paralisia Cerebral. O principal objectivo foi o de criar raízes de um espírito de trabalho cooperativo na turma em questão, para que se alcance no seu seio uma verdadeira situação de inclusão educativa, em que não haja distinção entre os diferentes alunos da turma, e onde se consiga promover valores e princípios como da equidade e respeito mútuo, de justiça, de dignidade, em que os alunos possam aprender uns com os outros, vivendo experiências enriquecedoras e assimilando atitudes e valores que levem a um efectivo respeito pela diversidade e diferença.
Por termos como base os princípios de uma de investigação-acção, foi um projecto onde nos envolvemos activamente, para conseguirmos provocar uma mudança na situação problemática por nós diagnosticada no início do desenvolvimento do projecto e que nos levou a desencadear a acção. Para tal, e como característico deste tipo de modalidade de investigação, foi privilegiada a adopção de técnicas qualitativas para a recolha de dados, como a observação naturalista, a entrevista, a sociometria e a pesquisa documental, através dos quais alicerçámos o nosso projecto. Assim, podemos referir que o nosso projecto se caracterizou como uma investigação interactiva, em espiral e focada num problema, sobre o qual agimos, sustentada por um quadro teórico a partir do qual elaborámos todo o enquadramento metodológico do nosso projecto, bem como o plano de acção, que se baseou em todo um sistema de planificação/acção/reflexão.
Como resultados, podemos afirmar que, partindo do facto do J. ser um aluno bem aceite pelos colegas e da grande motivação que toda a turma sempre demonstrou em trabalhar em grupo, conseguiu desenvolver-se uma socialização de aprendizagens, gerando inclusão educativa, beneficiando o J. e outros colegas que, a partir desta experiência, conseguiram libertar-se de constangimentos e fazer emergir potencialidades, capacidades e competências nunca antes vivenciadas.
Inclusive education implies to provide every student with the appropriate conditions so that they can learn and interact in a cooperative and sympathetic way and thus, to develop skills both at the social and academic level (Leitão, 2006). This work follows the bases referred to above, so being an interventional project in a fourth grade class, in which a child with brain paralysis is included. The main target was to create the roots for a cooperative work team spirit in the class intended to reach a true inclusive education situation, where there would be no distinction between the different pupils in that class and where values and principles such as equality and mutual respect, justice, dignity could be encouraged, where pupils could learn from each other by living enriching experiences and acquiring attitudes and values which would lead to a real acceptance of diversity and difference. As our project has been developed according to the principles of a research-action, it has been one in which we have been actively engaged in order to manage to operate a change in the problematic situation which had been diagnosed by us at the beginning of the project development and which has led us to take action. To achieve this, and since it is typical of this kind of research, the adoption of qualitative techniques for collecting data has been priviliged such as natural observation, interview and sociometry together with documental search, on which we have based our project. This way, we can say that our project has been characterised as an interactive research, spirally and focused on a problem upon which we have acted, supported by a whole theoretical frame from which we have designed all the methodological framing of our project as well as the action plan, which has been based on a whole system of planning/action/reflection. As for results, we can say that due to the fact that J. is a pupil who is welcome by his classmates, and through the high motivation the whole class has always shown when working as a team, we have managed to develop a socialisation of learning, generating inclusive education, while benefitting J. and other classmates who, from this experiment, have managed to get rid of constraint. At the same time, abilities and skills which had never been experienced before have emerged.
Inclusive education implies to provide every student with the appropriate conditions so that they can learn and interact in a cooperative and sympathetic way and thus, to develop skills both at the social and academic level (Leitão, 2006). This work follows the bases referred to above, so being an interventional project in a fourth grade class, in which a child with brain paralysis is included. The main target was to create the roots for a cooperative work team spirit in the class intended to reach a true inclusive education situation, where there would be no distinction between the different pupils in that class and where values and principles such as equality and mutual respect, justice, dignity could be encouraged, where pupils could learn from each other by living enriching experiences and acquiring attitudes and values which would lead to a real acceptance of diversity and difference. As our project has been developed according to the principles of a research-action, it has been one in which we have been actively engaged in order to manage to operate a change in the problematic situation which had been diagnosed by us at the beginning of the project development and which has led us to take action. To achieve this, and since it is typical of this kind of research, the adoption of qualitative techniques for collecting data has been priviliged such as natural observation, interview and sociometry together with documental search, on which we have based our project. This way, we can say that our project has been characterised as an interactive research, spirally and focused on a problem upon which we have acted, supported by a whole theoretical frame from which we have designed all the methodological framing of our project as well as the action plan, which has been based on a whole system of planning/action/reflection. As for results, we can say that due to the fact that J. is a pupil who is welcome by his classmates, and through the high motivation the whole class has always shown when working as a team, we have managed to develop a socialisation of learning, generating inclusive education, while benefitting J. and other classmates who, from this experiment, have managed to get rid of constraint. At the same time, abilities and skills which had never been experienced before have emerged.
Descrição
Orientadora: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, APRENDIZAGEM COOPERATIVA, PARALISIA CEREBRAL, EDUCATION, INCLUSIVE EDUCATION, COOPERATIVE LEARNING, CEREBRAL PALSY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR