Aprender: uma necessidade, um direito e uma possibilidade ao alcance de todos
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2010
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A transição do 1º para o 2º ciclo implica, em muitos casos, para além de uma mudança nos modelos de organização (espaços, tempos e pessoas…), uma mudança da própria escola. E se uma preparação atempada pode ser facilitadora nesse processo de transição (inter-escolas; escola/família e família/aluno), a verdade é que o novo ciclo implica novos problemas e novos desafios que testam e mobilizam, diariamente, nos alunos em trânsito, a sua capacidade de adaptação a novas situações.
Aceitando-se que para um elevado número de crianças, esse período é curto e facilmente ultrapassável, reconhece-se que para outras, a inclusão no novo ciclo exige mais tempo e adaptações específicas, em função das necessidades educativas especiais que manifestam.
O trabalho que se apresenta orientado numa perspectiva ecológica e desenvolvido com base numa metodologia de investigação-acção, permitiu-nos um melhor conhecimento do "Pedro" (nome fictício), enquanto pessoa (jovem, aluno, colega, filho, neto, vizinho e amigo), e dos contextos nos quais se movimenta; a identificação das suas potencialidades e necessidades educativas e a definição, implementação e avaliação das respostas educativas que viabilizaram e optimizaram a sua inclusão na escola do 2º ciclo.
A intervenção realizada implicou um trabalho de equipa caracterizado pela colaboração e articulação regular, entre os diferentes intervenientes e pela persistência e coerência na acção desenvolvida. Permitiu ainda uma maior consciencialização de que quaisquer que sejam as características que nos tornam singulares, é possível evoluir em relação ao ponto de partida, se nos diferentes contextos de vida de cada pessoa se criarem as condições que viabilizem e estimulem percursos evolutivos.
Com o trabalho desenvolvido reforçaram-se relações interpessoais, aprofundou-se a colaboração entre pares; entre a Escola e a Família, entre os Pais e o "Pedro" e desenvolveram-se as aprendizagens dos diferentes intervenientes, conforme testemunha a avaliação realizada.
Sometimes the transition from the 1st to the 2nd grade implies besides a change in the organizational models (space, time and people) a change of the school itself. And if a timely preparation can facilitate this process of transition ( between the two schools, school / family and family/ student) , the truth is that the new grade mea ns other problems and other new challenges that every day test and mobilize the students’ ability to adapt themselves to new situations. Accepting that for a high number of children this is a short and easily surpass able period, it is known that for other s the inclusion in the next grade requires more time and specific adaptations, depending on the special educations needs they manifest. The work has guided and developed on an ecological perspective based on an action - research methodology. It allowed us a better understanding of «Pedro» ( fictitious name), as a person ( a young student, a colleague, a child, a grandchild, a neighbor and a friend), the contexts where he moves himself, the identification of his strengths and educational needs and the develo ping, the implementing and the evaluating of his educational responses that enabled and optimized his inclusion in the school of the 2 nd cycle. The performed intervention implied a teamwork that can be characterized by the collaboration and a regularly joi nt among the different characters and by the persistence and consistency of the developed action. It also allowed us a greater awareness that whatever the characteristics are that make us unique, it is possible to evolve from the point of departure if, in the different contexts of a person’s life, conditions are created that enable and encourage evolutionary pathways. With this work personal relationships have been strengthened, a collaboration between the peers has been deepened ( School and Family, «Ped ro and his Parents) and the learning of the different characters have been developed as the performed evaluation shows
Sometimes the transition from the 1st to the 2nd grade implies besides a change in the organizational models (space, time and people) a change of the school itself. And if a timely preparation can facilitate this process of transition ( between the two schools, school / family and family/ student) , the truth is that the new grade mea ns other problems and other new challenges that every day test and mobilize the students’ ability to adapt themselves to new situations. Accepting that for a high number of children this is a short and easily surpass able period, it is known that for other s the inclusion in the next grade requires more time and specific adaptations, depending on the special educations needs they manifest. The work has guided and developed on an ecological perspective based on an action - research methodology. It allowed us a better understanding of «Pedro» ( fictitious name), as a person ( a young student, a colleague, a child, a grandchild, a neighbor and a friend), the contexts where he moves himself, the identification of his strengths and educational needs and the develo ping, the implementing and the evaluating of his educational responses that enabled and optimized his inclusion in the school of the 2 nd cycle. The performed intervention implied a teamwork that can be characterized by the collaboration and a regularly joi nt among the different characters and by the persistence and consistency of the developed action. It also allowed us a greater awareness that whatever the characteristics are that make us unique, it is possible to evolve from the point of departure if, in the different contexts of a person’s life, conditions are created that enable and encourage evolutionary pathways. With this work personal relationships have been strengthened, a collaboration between the peers has been deepened ( School and Family, «Ped ro and his Parents) and the learning of the different characters have been developed as the performed evaluation shows
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Orientação: Maria Odete Emygdio da Silva
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NECESSIDADES EDUCATIVAS ESPECIAIS, EDUCAÇÃO INCLUSIVA, APRENDIZAGEM COOPERATIVA, SPECIAL EDUCATIONAL NEEDS, INCLUSIVE EDUCATION, COOPERATIVE LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH