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Dinâmica colaborativa entre professores de 1º ciclo do ensino básico
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Orientador(es)
Resumo(s)
Desde há muito que, na generalidade das sociedades a escola ocupa um papel
fundamental na formação dos indivíduos. Esta responsabilidade social, da escola,
opera em termos práticos através de dois princípios fundamentais: educação para todos
e educação de qualidade. O desenvolvimento de programas de Educação Inclusiva
assume-se como factor determinante na defesa do direito à educação e à equidade.
A definição de Inclusão é abrangente e complexa, estipula sempre um novo
modo de perspectivar a educação e sobre as diferenças individuais, entre o que existe e
o que poderá vir a tornar-se realidade. Pode ser perspectivada através do
empenhamento dos docentes em reestruturar o programa da escola, adaptando-o à
diversidade dos alunos, centrado num novo cenário de Necessidades Educativas
Especiais.
Ao longo dos anos o conceito de Necessidades Educativas Especiais foi-se
clarificando e especificando de uma forma lenta e paulatina. A educação destas
crianças deve definir-se apoiada em práticas de Colaboração Pedagógica, permitindo
o máximo desenvolvimento das potencialidades e capacidades destes alunos,
respeitando as diferenças individuais que apresentam ao longo do seu
desenvolvimento.
A construção de Escolas Inclusivas implica a modificação intrínseca de
atitudes, de todos, dando relevância aos processos de escuta, à mais valia da diferença
individual, à reflexão dos actores sobre as barreiras à participação, à impulsionar dos
recursos no apoio às aprendizagens, ao desenvolvimento de uma linguagem ligada à
prática, à partilha do poder e à criação de condições no sentido da autonomia enquanto
instituição, de forma a poder aceitar desafios, assumindo-se assim como uma
Educação Inclusiva.
Toda esta actuação impulsiona e converge para a Dinâmica Colaborativa
entre Professores do 1° CEB, sendo este o fundamento do nosso trabalho.
In most societies school has occupied a fundamental role in the education , of individuals for a long time. This social responsibility of school relies, in practical terms, on two fundamental principles: education for all and quality of education. The development of programmes of Inclusive Education is a determinant factor in the protection of the right to education and equality. The definition of Inclusion is wide and complex, it always stipulates a new method of viewing education and individual differences, of what exists and what may become reality. It can be viewed through the determination of teachers in readapting the school programme, adjusting it to the diversity of students, focused on a new setting of Special Educational Necessities. Throughout the years the concept of Special Educational Necessities has become gradually and slowly more clarified and specified. The education of these children should be defined on the basis of Pedagogical Collaboration, allowing the maximum development of the potential and capacity of these students, respecting the individual differences that they manifest throughout their development. The creation of Inclusive Schools implies the intrinsic modification of everyone's attitudes, giving significance to listening processes, to the value of individual differences, to the actors' pondering over the barriers to participation, to the stimulation of the resources to support learning, to the development of contents linked to practice, to the sharing of power and to the creation of conditions enabling the independence as an institution, so as to be able to accept challenges, becoming this way an Inclusive Education. All this performance encourages and converges on a Dynamic Collaboration between primary teachers, being that the purpose of our dissertation.
In most societies school has occupied a fundamental role in the education , of individuals for a long time. This social responsibility of school relies, in practical terms, on two fundamental principles: education for all and quality of education. The development of programmes of Inclusive Education is a determinant factor in the protection of the right to education and equality. The definition of Inclusion is wide and complex, it always stipulates a new method of viewing education and individual differences, of what exists and what may become reality. It can be viewed through the determination of teachers in readapting the school programme, adjusting it to the diversity of students, focused on a new setting of Special Educational Necessities. Throughout the years the concept of Special Educational Necessities has become gradually and slowly more clarified and specified. The education of these children should be defined on the basis of Pedagogical Collaboration, allowing the maximum development of the potential and capacity of these students, respecting the individual differences that they manifest throughout their development. The creation of Inclusive Schools implies the intrinsic modification of everyone's attitudes, giving significance to listening processes, to the value of individual differences, to the actors' pondering over the barriers to participation, to the stimulation of the resources to support learning, to the development of contents linked to practice, to the sharing of power and to the creation of conditions enabling the independence as an institution, so as to be able to accept challenges, becoming this way an Inclusive Education. All this performance encourages and converges on a Dynamic Collaboration between primary teachers, being that the purpose of our dissertation.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Teoria e desenvolvimento curricular Educação inclusiva Necessidades educativas especiais Colaboração pedagógica