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Abstract(s)
O presente relatório realizou-se no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, integrada no plano de estudos do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e da Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico.
Consiste na análise e reflexão do estudo “A inclusão de uma criança com TEA numa turma em que é implementado o modelo pedagógico MEM”, que decorreu na observação e intervenção pedagógica, com uma turma do 1.º Ciclo do Ensino Básico, a qual englobava três anos de escolaridade. Deste modo, o principal objetivo associado ao estudo “Compreender como é que a inclusão acontece numa turma que se rege pelo modelo pedagógico MEM”, engloba três questões de investigação: (i) Como é que é regulada a aprendizagem dos alunos?; (ii) Como é que os docentes e colegas percecionam o processo de inclusão?; e (iii) Quais os contributos do modelo pedagógico MEM no processo de inclusão?
No decorrer da investigação, optou-se por recolher dados através de entrevistas semiestruturadas, observação participante e análise documental, sendo um estudo de natureza qualitativa, na modalidade de estudo de caso. A análise de dados foi suportada por um conjunto de categorias associadas ao quadro teórico cruzadas com categorias emergentes dos próprios dados.
Os resultados obtidos neste estudo, revelam que o modelo pedagógico do Movimento Escola Moderna, evidencia princípios inerentes que são também os mesmos que estão associados ao processo de inclusão. Desta forma, é possível perceber que a inclusão do aluno com TEA, numa turma que se rege pelo modelo pedagógico MEM é conseguida através da cooperação, comunicação e participação democrática.
ABSTRACT This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice II, integrated in the study plan of the 2nd year of the Master degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Basic Education Cycle. It consists of the analysis and reflection of the study “The inclusion of a child with ASD in a class in which the MEM pedagogical model is implemented”, which took place in the observation and pedagogical intervention, with a class of the 1st Cycle of Basic Education, which included three years of schooling. Thus, the main objective associated with the study “Understanding how inclusion happens in a class that is governed by the MEM pedagogical model”, encompasses three research questions: (i) How is student learning regulated?; (ii) How do teachers and colleagues perceive the inclusion process?; and (iii) What are the contributions of the MEM pedagogical model in the inclusion process? During the investigation, it was decided to collect data through semi-structured interviews, participant observation and document analysis, being the study of a qualitative nature. Data analysis was supported by a set of categories associated with the theoretical framework crossed with categories emerging from the data themselves. The results obtained in this study reveal that the pedagogical model of the Modern School Movement shows inherent principles that are also the same as those associated with the inclusion process. In this way, it is possible to perceive that the inclusion of the student with ASD, in a class that is governed by the MEM pedagogical model is achieved through cooperation, communication and democratic participation.
ABSTRACT This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice II, integrated in the study plan of the 2nd year of the Master degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Basic Education Cycle. It consists of the analysis and reflection of the study “The inclusion of a child with ASD in a class in which the MEM pedagogical model is implemented”, which took place in the observation and pedagogical intervention, with a class of the 1st Cycle of Basic Education, which included three years of schooling. Thus, the main objective associated with the study “Understanding how inclusion happens in a class that is governed by the MEM pedagogical model”, encompasses three research questions: (i) How is student learning regulated?; (ii) How do teachers and colleagues perceive the inclusion process?; and (iii) What are the contributions of the MEM pedagogical model in the inclusion process? During the investigation, it was decided to collect data through semi-structured interviews, participant observation and document analysis, being the study of a qualitative nature. Data analysis was supported by a set of categories associated with the theoretical framework crossed with categories emerging from the data themselves. The results obtained in this study reveal that the pedagogical model of the Modern School Movement shows inherent principles that are also the same as those associated with the inclusion process. In this way, it is possible to perceive that the inclusion of the student with ASD, in a class that is governed by the MEM pedagogical model is achieved through cooperation, communication and democratic participation.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Aprendizagem cooperativa Transtorno do espectro do autismo Movimento da Escola Moderna Inclusão Cooperative learning Autism spectrum disorder Modern school movement Inclusion
Citation
Mendes, I. S. C. (2022). A inclusão de uma criança com TEA numa turma em que é implementado o modelo pedagógico MEM (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15772