processos de inclusão e docência compartilhada no iii ciclo processes pertaining to inclusivity and shared teaching in the third teaching-cycle
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2012
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Abstract
O artigo analisa a implementação do Projeto de Docência Compartilhada em duas escolas cicladas municipais de Porto Alegre/RS, destacando seus limites e possibilidades. O estudo inscreve-se na perspectiva dos Estudos Culturais, a partir das noções de diferença e inclusão, para pensar um currículo e propostas pedagógicas em que o outro seja visibilizado e posicionado como sujeito que aprende. O material empírico abrange registro de reuniões pedagógicas das referidas escolas, observações em salas de aula e análise de produção textual de alunos. A investigação possibilita constatar que o projeto em questão, embora em fase de implementação, apresenta-se produtivo no que tange: ao exercício compartilhado da docência nesta modalidade; à desnaturalização das diferenças entre os alunos; à concretização de aprendizagens cognitivas e sociais, buscando respeitar os tempos e as possibilidades desses alunos; e, ainda, à paulatina adequação do currículo às exigências desse projeto inclusivo.
This paper analyzes the implementation of the Shared Teaching Project in two municipal schools in Porto Alegre/RS, emphasizing both its limitations and possibilities. The study takes a Cultural Studies perspective to deal with the notions of difference and inclusion, in order to come up with a curriculum, and associated pedagogical proposals, where "the other" is envisioned and conceptualized as a student who learns. The empirical data covers records of pedagogical meetings held in the respective schools, classroom observations, and an analysis of texts produced by the students. This investigation shows that, although still in its implementation stages, the project has already been productive with respect to the shared teaching exercises, carried out within this approach; homogenization of students; concretization of cognitive and social learning, while seeking to respect students' availability and abilities; and furthermore, appropriate curriculum achievement in order to meet the demands of this project, pertaining to inclusivity.
This paper analyzes the implementation of the Shared Teaching Project in two municipal schools in Porto Alegre/RS, emphasizing both its limitations and possibilities. The study takes a Cultural Studies perspective to deal with the notions of difference and inclusion, in order to come up with a curriculum, and associated pedagogical proposals, where "the other" is envisioned and conceptualized as a student who learns. The empirical data covers records of pedagogical meetings held in the respective schools, classroom observations, and an analysis of texts produced by the students. This investigation shows that, although still in its implementation stages, the project has already been productive with respect to the shared teaching exercises, carried out within this approach; homogenization of students; concretization of cognitive and social learning, while seeking to respect students' availability and abilities; and furthermore, appropriate curriculum achievement in order to meet the demands of this project, pertaining to inclusivity.
| Reference Key |
traversini2012educaoprocessos
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|---|---|
| Authors | ;Clarice Salete Traversini;Maria Luisa Merino de Freitas Xavier;Maria Bernadette Castro Rodrigues;Maria Isabel Habkcost Dalla Zen;Nádia Geisa Silveira de Souza |
| Journal | antioxidants |
| Year | 2012 |
| DOI |
10.1590/S0102-46982012000200013
|
| URL | |
| Keywords | Keywords not found |
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