Ana Sofia Clemente Gonçalves
Ana Gonçalves holds a Master's degree in Special Education - Cognitive and Motor domain and is currently a PhD candidate in Education with the project “Practices for Inclusive Education – Learning Communities and Their Contribution to Everyone’s School Success”.
Advisor: João Filipe Matos
Áreas de interesse académico e científico Areas of academic and scientific interest
- Special Education
- Inclusive Education
- Social Sciences
- Education Sciences Humanities
- History and Archeology
- History
- Learning Communities
- Special Education
- Inclusive Education
Abstract
Given the existing plurality in schools today, and the potential multicultural, social, economic, linguistic and academic conflict, it becomes important that the student becomes aware of his place in the Educational Community, to which he belongs. The great current challenge, based on UNESCO's guidelines, is related to the true effectiveness in operationalizing education for all. The national legislation in force reflects Inclusive Education and the readjustment of formats, with a view to developing skills that enhance access, participation and progress of the individual, regardless of their differences, profiles, styles and learning rhythms. This study proposes the analysis of a Learning Community, a project created by the University of Barcelona and supported by the Ministry of Education and Culture and its potential in achieving an Inclusive Education, through Success Educational Actions. It is proposed to describe and analyze such actions, in order to aim at ways to achieve full socialization and acquire academic success and improve family and community intervention cohesion. As a research problem, the following question was defined: What are the practices present in Learning Communities that contribute to the acquisition of the Profile of Students Leaving Compulsory Schooling, from an Inclusive Education perspective? As a general objective, the study aims at Successful Educational Actions that promote Inclusive Education practiced in a Learning Community. A mixed methods research perspective is adopted, in a case study of a Lisbon and Tagus Valley School Group, with a diverse population, from pre-school to 3rd Cicles. In addition to a bibliographical review, through the analysis of normative texts of the Grouping, semi-structured interviews will be carried out, with respective scripts, complemented with direct observations of work sessions with students, teachers and volunteers, in the form of participants and non-participants, the respective data being registered in specific grids.
Key-Words: Education for all; Inclusive School; Learning Community; Successful Educational Actions.