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Inovação pedagógica e inclusão no primeiro ciclo : estudo de caso : criança com transtorno espectro autista
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Abstract(s)
Este trabalho traz como objetivo acompanhar práticas de inovações pedagógicas vivenciadas numa escola do Norte – Portugal, apresentando um estudo de caso que nos fará refletir e analisar rotinas e ações educativas que favorecem a inclusão escolar e social de crianças com Transtorno Espectro Autista. Com base neste trabalho estudamos também a implementação do Decreto-Lei n.º 54/2018, como direito à inclusão escolar e social. O Decreto-Lei traz-nos possibilidades de reflexões que impulsionam a busca na aprendizagem de ações dentro e fora da escola, favorecendo os estímulos e potencialidades destas crianças desde o primeiro ciclo. Neste processo buscaremos, identificaremos caminhos de inclusão por acreditar que a escola é um dos ambientes favoráveis à inclusão escolar/social que amplia as possibilidades quanto ao desenvolvimento humano. Neste cenário, refletimos a profissão do Educador Social, pois este é o profissional que está para acolher e intervir junto às pessoas e grupos sociais garantindo junto a outros pares práticas de relações humanas e dos Direitos Humanos. É na escola que se geram oportunidades distintas de aprendizagem e, simultaneamente, se favorece e promove desenvolvimento e a valorização de projetos de vida positivos e sustentáveis. O avigoramento das sociedades de bem-estar implicar a participação de todos na/para a construção de uma educação autêntica, mais, ainda, quando pensamos em crianças e jovens com necessidades educativas; no caso, com Transtorno Espectro Autista e, portanto, necessidade de uma atenção e cuidado ético. A máxima que nos move e que perpassa todo o trabalho de investigação, inscreve-se no quadro dos desafios emergentes das novas sociedades e da prerrogativa da escola inclusive, flexível e para todos. Promover o desenvolvimento humano é assumir processos de aprendizagem dialógicas, priorizando o trabalho colaborativo e práticas de inovações pedagógicas.
This work aims to follow practices of pedagogical innovations experienced in a school in the North, presenting a case study in which we will reflect and analyze routines and educational actions that favor the school and social inclusion of children with Autism Spectrum Disorder. Based on this work, we will also study the implementation of Law 54/2018 as a right to school and social inclusion. This law provides us with possibilities for reflections that drive the search for learning actions inside and outside the school, favoring the stimulation of the potential of these children from the first cycle. In this process, we will look for and identify paths to inclusion, as we believe that the school is one of the most favorable environments for school/social inclusion, which expands the possibilities for human, social and cognitive development. In this scenario, we will reflect on the profession of Social Educator, as this is the professional who is there to welcome and intervene with people and social groups, guaranteeing human relations practices with other peers and promoting the guarantee of Human Rights. Therefore, it is at school, where there are different forms of sharing and diversity, that people's development is fostered, and there is action to value life and learning in a meaningful way. We believe that children with Autism Spectrum Disorder are characterized by impairments in their social and linguistic interactions from the earliest years of life, requiring attention and care in terms of their development because it is in this environment that they will develop towards success within the possibilities. We will be studying real actions and practical innovations, prioritizing in this process the guidelines of the Portuguese Ethical Charter of Educational Sciences, with a view to respecting human rights, democratic values and the principles of science.
This work aims to follow practices of pedagogical innovations experienced in a school in the North, presenting a case study in which we will reflect and analyze routines and educational actions that favor the school and social inclusion of children with Autism Spectrum Disorder. Based on this work, we will also study the implementation of Law 54/2018 as a right to school and social inclusion. This law provides us with possibilities for reflections that drive the search for learning actions inside and outside the school, favoring the stimulation of the potential of these children from the first cycle. In this process, we will look for and identify paths to inclusion, as we believe that the school is one of the most favorable environments for school/social inclusion, which expands the possibilities for human, social and cognitive development. In this scenario, we will reflect on the profession of Social Educator, as this is the professional who is there to welcome and intervene with people and social groups, guaranteeing human relations practices with other peers and promoting the guarantee of Human Rights. Therefore, it is at school, where there are different forms of sharing and diversity, that people's development is fostered, and there is action to value life and learning in a meaningful way. We believe that children with Autism Spectrum Disorder are characterized by impairments in their social and linguistic interactions from the earliest years of life, requiring attention and care in terms of their development because it is in this environment that they will develop towards success within the possibilities. We will be studying real actions and practical innovations, prioritizing in this process the guidelines of the Portuguese Ethical Charter of Educational Sciences, with a view to respecting human rights, democratic values and the principles of science.
Description
Keywords
Escola Inclusão Autista Inovação pedagógica Bem-estar School Inclusion Autistic Pedagogical innovation Well-being
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