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Publication
A inclusão em sala de aula
| Name: | Description: | Size: | Format: | |
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| 2.46 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática
Supervisionada em 1º Ciclo do Ensino Básico, no ano letivo de 2022/2023. Esta
decorreu numa instituição pública de ensino, numa sala do 3º ano do Ensino Básico,
composta por 25 alunos, com idades compreendidas entre os 7 e os 8 anos.
O tema do presente relatório surge da observação que fiz na turma onde efetuei o
meu estágio, onde existem duas crianças com Necessidades Educativas Específicas
(NEE), os alunos com dificuldades no desenvolvimento de tarefas realizadas em
contexto de sala de aula. Neste contexto, interessou-me compreender, através de uma
observação sistemática, de que forma a professora cooperante gere o grupo conseguindo
incluir estas mesmas crianças em todas as atividades e dinâmicas de sala de aula, e a
partir desta compreensão, promover estratégias complementares para a inclusão em sala
de aula. conhecendo dessa forma as estratégias que utiliza no dia a dia.
Tendo em conta os objetivos definidos, este estudo tem como base as seguintes
questões de investigação: "Quais são as estratégias específicas utilizadas pela professora
para promover a inclusão de alunos com NEE na sala de aula?" e “De que modo o
trabalho cooperativo influencia a inclusão de alunos com NEE, e qual é o seu impacto
na dinâmica da sala de aula?".
A metodologia utilizada para a elaboração deste relatório foi qualitativa. Os
instrumentos utilizados foram a observação direta, recolhida num diário de bordo,
entrevistas tanto à professora cooperante como aos alunos e grelhas de observação.Após
a análise de dados recolhidos, conclui-se que, não existe fórmula concreta para
promover a inclusão, mas sim estratégias de implementação à inclusão que podem
ajudar o professor a ir ao encontro das necessidades de cada criança.
ABSTRACT: This report was made within the scope of the Supervised Practice in Primary School Curricular Unit, in the academic year 2022/2023. This took place in a public educational institution, in a 3rd grade classroom, with 25 students, aged between 7 and 8 years old. The theme of this report arises from the observation I made in the class where I did my internship, where there are two children with specific educational needs to which students seemed to present difficulties in the development of tasks performed in the classroom context. In this context, I was interested in understanding, through systematic observation, how the cooperating teacher manages the group to include these same children in all activities and classroom dynamics, thus knowing the strategies she uses on a daily basis. The entire methodology used for the preparation of this report was qualitative. The instruments used were direct observation, collected in a logbook, interviews with the cooperating teacher and students, and observation grids. This study allowed me to understand, first of all, what strategies the teacher uses for classroom inclusion with children with specific educational needs and how these children manage to acquire the knowledge and learning necessary for their future. Some of these strategies included collaborative work, raising awareness, differentiated work and promoting group cohesion. At the same time, I was able, with this study, to realize what my role is, as a future professional in the field of education, in the development of these competencies in the students: in particular, it will be my job to create learning situations where students can interact and through cooperative work include the whole group including children with specific educational needs.
ABSTRACT: This report was made within the scope of the Supervised Practice in Primary School Curricular Unit, in the academic year 2022/2023. This took place in a public educational institution, in a 3rd grade classroom, with 25 students, aged between 7 and 8 years old. The theme of this report arises from the observation I made in the class where I did my internship, where there are two children with specific educational needs to which students seemed to present difficulties in the development of tasks performed in the classroom context. In this context, I was interested in understanding, through systematic observation, how the cooperating teacher manages the group to include these same children in all activities and classroom dynamics, thus knowing the strategies she uses on a daily basis. The entire methodology used for the preparation of this report was qualitative. The instruments used were direct observation, collected in a logbook, interviews with the cooperating teacher and students, and observation grids. This study allowed me to understand, first of all, what strategies the teacher uses for classroom inclusion with children with specific educational needs and how these children manage to acquire the knowledge and learning necessary for their future. Some of these strategies included collaborative work, raising awareness, differentiated work and promoting group cohesion. At the same time, I was able, with this study, to realize what my role is, as a future professional in the field of education, in the development of these competencies in the students: in particular, it will be my job to create learning situations where students can interact and through cooperative work include the whole group including children with specific educational needs.
Description
Relatório da Prática de Ensino
Supervisionada realizado sob a orientação do Professor Doutor Sérgio Gaitas, apresentado no Ispa - Instituto Universitário para obtenção de
grau de Mestre em Educação Pré-escolar e
Ensino do 1º Ciclo do Ensino Básico.
Keywords
Estratégias Inclusão Trabalho Cooperativo 1º Ciclo do Ensino Básico Strategies Inclusion Cooperative Work 1st Cycle of Basic Education