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2016
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O presente trabalho tem como objetivo alterar o paradigma educativo tradicional para
aumentar a participação nas atividades letivas da disciplina de Português e,
consequentemente, aumentar o sucesso educativo dos alunos de uma turma do 5º ano de
Percursos Curriculares Alternativos (PCA), numa escola de ensino regular do 2º e 3º Ciclos
do Ensino Básico, nos arredores de Lisboa. Desta turma fizeram parte quatro alunos com
Necessidades Educativas Especiais que, no ano letivo transato, se encontravam ao abrigo do
Decreto-lei 3/2008 de 7 de janeiro que, com a sua inserção num PCA, deixaram de usufruir de
todos os direitos e adaptações inerentes ao mesmo. Assim, pareceu pertinente que a
intervenção tivesse o seu enfoque no desenvolvimento de competências sociais que pudessem
incentivar os alunos na realização das suas aprendizagens, motivando-os para as mesmas,
fazendo-os sentir parte integrante desse processo. Tendo em conta a problemática em estudo,
bem como todas as questões relacionadas com os alunos considerados em situação de risco,
não só por problemas de absentismo e falta de acompanhamento parental, como devido ao seu
fraco desempenho escolar, o enquadramento teórico do presente projeto centrou-se nas
questões relativas à participação e diversidade, bem como à inclusão de alunos com
Necessidades Educativas Especiais em turmas de PCA, sendo também focado o tema da
indisciplina e gestão de conflitos. Foram utilizadas várias técnicas e instrumentos de pesquisa
de dados, nomeadamente a pesquisa documental, a observação naturalista, a sociometria e o
questionário, de forma a compreender melhor algumas características dos alunos e, assim,
delinear estratégias que lhes permitam desenvolver as competências acima referidas,
promovendo o seu sucesso escolar, tendo como pano de fundo o Modelo Pedagógico do
Movimento da Escola Moderna. Em turmas que se encontram desde o princípio rotuladas com
o estigma de ser consideradas “de segunda categoria” e associadas à exclusão social e à
marginalidade torna-se fundamental criar um ambiente efetivamente inclusivo, que faça os
alunos sentirem-se parte da solução e não parte do problema, ambiente esse que se abra
igualmente à restante comunidade educativa, para que esta perceba que o direito à
participação é de todos.
The present report aims to change the traditional educational paradigm to increase participation in Portuguese school activities and, consequently, increase the educational success of students in an alternative curriculum fifth year class (PCA) on a Lisbon regular school of the Second and Third Cycles of Basic Education, of which four students with special educational needs were last year under the Decree Law 3/2008, 7th January, and with their integration in this type of class no longer enjoy all the rights and inherent adaptations. So it becomes pertinent that the intervention had its focus on the development of social skills which may encourage the students in their learning, motivating and making them feel an integral part of this educative process. Having regard to the issues under study, as well as all matters relating to students considered at risk, not only by absenteeism problems and lack of parental monitoring as due to their weak academic performance, the theoretical framework of this project focused on issues relating to participation and diversity as well as to the inclusion of special needs students in PCA classes, being also focused the theme of indiscipline and conflict management. Several techniques and instruments were used for data research such as the documentary research, the naturalist observation, the sociometry and the questionnaire in order to better understand some of the students’ characteristics and thus outlining strategies that enable them to develop the above skills promoting their school success against the backdrop of the pedagogical model of the Modern School Movement. In classes which are labeled from the beginning with the stigma of being considered “second rate” and associated with social exclusion and marginalization it becomes essential to create an environment effectively inclusive as well as to make students feel part of the solution and not part of the problem; an environment which should also be opened to the rest of the educational community and that would enable them realize that the right to participate is of all.
The present report aims to change the traditional educational paradigm to increase participation in Portuguese school activities and, consequently, increase the educational success of students in an alternative curriculum fifth year class (PCA) on a Lisbon regular school of the Second and Third Cycles of Basic Education, of which four students with special educational needs were last year under the Decree Law 3/2008, 7th January, and with their integration in this type of class no longer enjoy all the rights and inherent adaptations. So it becomes pertinent that the intervention had its focus on the development of social skills which may encourage the students in their learning, motivating and making them feel an integral part of this educative process. Having regard to the issues under study, as well as all matters relating to students considered at risk, not only by absenteeism problems and lack of parental monitoring as due to their weak academic performance, the theoretical framework of this project focused on issues relating to participation and diversity as well as to the inclusion of special needs students in PCA classes, being also focused the theme of indiscipline and conflict management. Several techniques and instruments were used for data research such as the documentary research, the naturalist observation, the sociometry and the questionnaire in order to better understand some of the students’ characteristics and thus outlining strategies that enable them to develop the above skills promoting their school success against the backdrop of the pedagogical model of the Modern School Movement. In classes which are labeled from the beginning with the stigma of being considered “second rate” and associated with social exclusion and marginalization it becomes essential to create an environment effectively inclusive as well as to make students feel part of the solution and not part of the problem; an environment which should also be opened to the rest of the educational community and that would enable them realize that the right to participate is of all.
Descrição
Orientação: Filomena de Lurdes Tomé do Rosário Pereira Serralha
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, ESTRATÉGIAS PEDAGÓGICAS, DIFERENCIAÇÃO PEDAGÓGICA, APRENDIZAGEM COOPERATIVA, EDUCAÇÃO INCLUSIVA, EDUCATION, PEDAGOGICAL STRATEGIES, PEDAGOGICAL DIFFERENTIATION, COOPERATIVE LEARNING, INCLUSIVE EDUCATION, MOVIMENTO DA ESCOLA MODERNA, MODERN SCHOOL MOVEMENT