Maria Odete Emygdio da Silva

Authors, Editors

2011

Year of edition

978-972-8881-94-8

ISBN

Synopsis – [Management of learning in the inclusive classroom]. The school inclusion of students with special educational needs and/or disabilities raises doubts and difficulties for teachers, especially when aiming for a response in terms of inclusive education. This work stems from concerns we have encountered among educators and teachers in primary and secondary education, which are mainly related to issues surrounding the framework of inclusion and, above all, practical aspects regarding its implementation. Placing inclusion after a brief historical perspective of the journey of people with disabilities over time, this book addresses strategies for inclusive education, exemplifying with easy-to-implement activities, regardless of the level of schooling in which students find themselves.

Download here.

José B. Duarte (Org.)

Authors, Editors

2011

Year of edition

978-986-8512-02-4

ISBN

Synopsis – [Textbooks: Changes in Discourses and Practices]. The research team of the Textbooks and Student Activities project shares the observation that in the current school context, there is a tendency for teacher-centered transmission and corresponding student passivity. In Portugal, since 2001, the curriculum guidelines propose that the content of each subject area be approached based on "situations and problems", aiming at the development of skills. With a perspective of an active and curiosity-motivating pedagogy, and considering the importance of textbooks as mediators between knowledge and students, we have been working for the past five years on researching the activities included in textbooks. In a desire to broaden the debate on this issue, our colloquia were held on June 19, 2009, and on September 10 and 11, 2010, from which we selected some communications for the present publication.

Maria Odete Emygdio da Silva

Authors, Editors

2016

Year of edition

978-989-757-028-5

ISBN

Sinopse – [Teacher Training for the Inclusion of Students with Special Educational Needs – Research Contributions]. 

This work aimed to reflect on the contribution to teacher training from research conducted in Master's programs in Education Sciences, held in the state of Rio Grande do Norte, Brazil, in Visual Arts Education in the district of Lisbon, and in Special Education in the districts of Setúbal and Portalegre. Its objectives also include disseminating the research conducted.

Carried out within the scope of case studies, the studies in Education Sciences (3) and in Visual Arts Education (4) analyzed attitudes, difficulties, and strategies resulting from the inclusion of people with special needs. The research instruments used were documentary research, field notes, and semi-directive interviews, involving a total of 47 subjects. The results showed attitudes that were not very conducive to the inclusion of these individuals on the part of educational agents and employers, contrary to the importance and satisfaction attributed to it by these students, guardians, and young people entering the job market. There were conceptual difficulties regarding inclusion and operational difficulties regarding its implementation by teachers and trainers. Additionally, strategies for facilitating interaction among all students in the class and the inclusion of those with more difficulties were found to be lacking.

The action research projects (7), carried out as part of the Master's program in Special Education, used documentary research, interviews, naturalistic observation, sociometry, and field notes as instruments. Strategies included individual support for the student(s), implementing pair and group work within the classroom context through planned activities, creating objective assessment records, disseminating the work to the school, the students' families, and in some cases, the community. It was concluded that students with special educational needs, when working together with their classmates according to their abilities, had developed skills and, in some cases, had achieved significant learning. The interaction had been beneficial for everyone and had not hindered program compliance. The involvement of the guardians of students with special educational needs was found to be fundamental to the process. However, it was also noted that there is still a long way to go regarding the inclusion of these students.

The case study allowed understanding how the inclusion of students and young people with special needs is unfolding in the contexts where the research took place, and the action research projects confirmed the importance of this process for teacher training.

Francisco Alberto Ramos Leitão
Maria Odete Emygdio da Silva

Authors, Editors

2019

Year of edition

Synopsis – [Inclusion of People with Special Needs: Studies]. An inclusive school should be much more than just a response to the educational needs of students with special needs. It should also: Provide education with a curriculum perspective that is effective for all; Promote the sharing of the same educational space among children and young people from different social backgrounds and cultures, fostering mutual acceptance of differences; Facilitate encounters between their respective families, opening bridges for the development of heterogeneous communities. This path is neither easy nor short and requires: Cooperation among students and among teachers; Harmony between intervention aimed at the classroom and intervention specifically targeting students with specific needs; An unwavering willingness to contribute to a more compassionate world. This book is undoubtedly an important step in this direction./p>

Download here.

Marta Alves (Org.)

Authors, Editors

2019

Year of edition

Synopsis – [The time and space of continuous teacher training: Diagnosis, process, and perspectives].
(...) continuous teacher training can, and should, play a pivotal role in (re)thinking the future of schools. The conjunction of external forces, schools, and universities can be facilitated by Continuous Teacher Training Centers (CFAE), entities that are very agile and, above all, deeply rooted in local communities, but also close to political authorities and traditional environments of research and knowledge production, as well as emerging innovation processes and communities. (...). Does it make sense to continue thinking about continuous teacher training as it has been done so far? Shouldn't continuous teacher training focus on the future of schools and the school of the future?

Download here.