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Inovar a educação : um caminho para a educação inclusiva através do apoio social
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A presente dissertação tem um olhar para a educação inclusiva pelo seu cariz social. Através da ideia de participação social como uma dimensão social da educação inclusiva, pautou-se em um dos aspetos desta dimensão, o apoio social. Desta forma, este trabalho buscou perceber como a comunidade escolar, concretamente alunos e professores, podem promover um ambiente que acolhe e apoia os alunos, nomeadamenre os alunos com alguma barreira à aprendizagem, fomentando uma educação inclusiva e de qualidade para todos os alunos.
Para tal, este estudo pretendeu investigar a implementação de um conjunto de atividades desenvolvido para ser trabalhado colaborativamente entre professores e alunos. Estas atividades apresentaram situações que pudessem levar os participantes a pensar o apoio social e quais são suas perspetivas em relação ao tema, evidenciando maneiras possíveis de fornecer apoio social aos colegas que econtram barreiras à aprendizagem.
Foi realizado um estudo de caso em turmas de 1º ano e 4º ano do 1º Ciclo do Ensino Básico em Portugal que implementaram este conjunto de atividades. Através de observações não-participante, entrevistas aos participantes (professores e alunos) e documentação de produtos, o estudo acompanhou o desenrolar das atividades, levando em conta as diferentes maneiras pelas quais se pode perceber o apoio social, além de considerar-se fatores influenciadores, i.e., a idade dos alunos, presença de pares que encontrem barreiras à aprendizagem, entre outros.
Os resultados apontam para o desenvolvimento de noções de empatia, como a importância de ‘conhecer o outro’ para ser capaz de prover ajuda a ele, ‘por-se no lugar do outro’, bem como apontam para valores como o respeito, fomentando a diversidade cada vez mais presente nos ambientes escolares. Para além disso, os resultados também evidenciaram a relação com a inovação da educação através da essencialidade de uma educação inclusiva, que promove a construção de conhecimento colaborativa em ambientes de aprendizagem que acolhem a diversidade e procuram atender às necessidades individuais e coletivas dos alunos.
This dissertation looks at inclusive education from a social perspective. Through the idea of social participation as a social dimension of inclusive education, it focused on one of the aspects of this dimension, social support. In this way, this work sought to understand how the school community, specifically students and teachers, can promote an environment that welcomes and supports students, particularly students with some barriers to learning, fostering an inclusive and quality education for all students. To this end, this study aimed to investigate the implementation of a set of activities developed to be worked on collaboratively between teachers and students. These activities presented situations that could lead participants to think about social support and their perspectives on the subject, highlighting possible ways of providing social support to colleagues with barriers to learning. A case study was carried out in Year 1 and Year 4 classrooms, in a primary school in Portugal, that implemented this set of activities. Through non-participant observations, interviews with participants (teachers and students) and product documentation, the study followed the course of the activities, taking into account the different ways in which social support can be perceived, as well as considering influencing factors, e.g., the age of the students, the presence of peers with barriers to learning, among others. The results point to the development of notions of empathy, such as the importance of 'knowing the other' in order to be able to provide help, 'putting oneself in the other's shoes', as well as values such as respect, thus fostering the diversity that is increasingly present in school environments. In addition, the results also highlighted the relationship with educational innovation through the essentiality of inclusive education, which promotes collaborative knowledge building in learning environments that welcome diversity and seek to meet students' individual and collective needs.
This dissertation looks at inclusive education from a social perspective. Through the idea of social participation as a social dimension of inclusive education, it focused on one of the aspects of this dimension, social support. In this way, this work sought to understand how the school community, specifically students and teachers, can promote an environment that welcomes and supports students, particularly students with some barriers to learning, fostering an inclusive and quality education for all students. To this end, this study aimed to investigate the implementation of a set of activities developed to be worked on collaboratively between teachers and students. These activities presented situations that could lead participants to think about social support and their perspectives on the subject, highlighting possible ways of providing social support to colleagues with barriers to learning. A case study was carried out in Year 1 and Year 4 classrooms, in a primary school in Portugal, that implemented this set of activities. Through non-participant observations, interviews with participants (teachers and students) and product documentation, the study followed the course of the activities, taking into account the different ways in which social support can be perceived, as well as considering influencing factors, e.g., the age of the students, the presence of peers with barriers to learning, among others. The results point to the development of notions of empathy, such as the importance of 'knowing the other' in order to be able to provide help, 'putting oneself in the other's shoes', as well as values such as respect, thus fostering the diversity that is increasingly present in school environments. In addition, the results also highlighted the relationship with educational innovation through the essentiality of inclusive education, which promotes collaborative knowledge building in learning environments that welcome diversity and seek to meet students' individual and collective needs.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação inclusiva Apoio social Contexto escolar Participação social Diversidade cultural Dissertações de mestrado - 2023