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Advisor(s)
Abstract(s)
Uma escola verdadeiramente inclusiva não é apenas aquela instituição que se limita
em abrir as portas a todos. É sim, uma escola, que abre as portas de entrada e que garante
que, à saída, todos alcançaram aquilo a que têm direito e que ambicionam para a sua vida.
Uma escola com um perfil de base humanista, cimentado no desenvolvimento de valores
e de competências, que torna os alunos aptos ao exercício de uma cidadania ativa exercida
em liberdade proporcionadora de bem-estar. Uma escola onde são valorizadas as
múltiplas inteligências, onde todos são capazes de desenvolver o seu talento e de serem
respeitados pelas suas diferenças e particularidades. É nesta linha de pensamento que
organizei todo este meu documento reflexivo.
O presente trabalho resulta do exercício de reflexão sobre o meu papel como docente
de Educação Especial na Escola B1PE do Covão-Estreito de Câmara de Lobos, numa
vertente humanista e organizacional. A exposição do seu conteúdo divide-se em duas
partes fundamentais: a primeira incide sobre a fundamentação teórica que suporta a
temática da escola como organização e, por outro lado, a importância da inteligência
emocional, tanto na liderança, como na dinâmica escolar, num contexto inclusivo. A
segunda parte, reflete toda a minha atuação como agente educativo centrada nas
potencialidades dos alunos, valorizando os seus talentos e promovendo aprendizagem
significativas numa educação democrática.
Esta reflexão teórica serviu de suporte à minha ação pedagógica e sustentou as
minhas escolhas, metodologias de intervenção promovendo a minha realização pessoal e
dos alunos. Esta reflexão, fez-me também, analisar a escola como uma lugar de vários
mundos compreendendo melhor a escola e todos os seus autores.
“Numa palavra, a escola é, de facto, uma organização ambígua, anárquica,
“multidiscursiva” apresentando várias faces e várias vozes” (Estêvão, 2004,p.53).
A truly inclusive school is not just that institution that is limited to opening the doors to everyone. It is a school, which opens the entrance doors and ensures that, at the exit, everyone has achieved what they are entitled to and who aspire to their lives. A school with a humanistic base profile, cemented in the development of values and competencies, which makes students able to exercise an active citizenship exercised in freedom providing welfare. A school where multiple intelligences are valued, where everyone is able to develop their talents and to be respected for their differences and particularities. It's in this line of thought that I've organized this whole reflective document. The present work results from the exercise of reflection on my role as a teacher of special education at Escola B1PE of the Covão-Strait of Câmara de Lobos, in a humanistic and organizational aspect. The exposition of its content is divided into two fundamental parts: the first focuses on the theoretical foundation that supports the theme of the school as an organization and, on the other hand, the importance of emotional intelligence, both in leadership and in the dynamic In an inclusive context. The second part reflects all my work as an educational agent centered on the potentialities of the students, valuing their talents and promoting meaningful learning in a democratic education. This theoretical reflection served as support for my pedagogical action and supported my choices, intervention methodologies promoting my personal and student achievement. This reflection, also made me, analyze the school as a place of various worlds better understanding the school and all its authors. "In a word, the school is, in fact, an ambiguous organization, anarchic," multidiscursive "presenting various faces and various voices" (Estêvão, 2004, p. 53).
A truly inclusive school is not just that institution that is limited to opening the doors to everyone. It is a school, which opens the entrance doors and ensures that, at the exit, everyone has achieved what they are entitled to and who aspire to their lives. A school with a humanistic base profile, cemented in the development of values and competencies, which makes students able to exercise an active citizenship exercised in freedom providing welfare. A school where multiple intelligences are valued, where everyone is able to develop their talents and to be respected for their differences and particularities. It's in this line of thought that I've organized this whole reflective document. The present work results from the exercise of reflection on my role as a teacher of special education at Escola B1PE of the Covão-Strait of Câmara de Lobos, in a humanistic and organizational aspect. The exposition of its content is divided into two fundamental parts: the first focuses on the theoretical foundation that supports the theme of the school as an organization and, on the other hand, the importance of emotional intelligence, both in leadership and in the dynamic In an inclusive context. The second part reflects all my work as an educational agent centered on the potentialities of the students, valuing their talents and promoting meaningful learning in a democratic education. This theoretical reflection served as support for my pedagogical action and supported my choices, intervention methodologies promoting my personal and student achievement. This reflection, also made me, analyze the school as a place of various worlds better understanding the school and all its authors. "In a word, the school is, in fact, an ambiguous organization, anarchic," multidiscursive "presenting various faces and various voices" (Estêvão, 2004, p. 53).
Description
Keywords
Escola Educação inclusiva Organização Inteligência emocional Reflexão crítica School Inclusive education Organization Emotional inteligence Critic reflection