http://hdl.handle.net/10451/2949 2013-05-08T14:27:10Z http://hdl.handle.net/10451/6446 Title: The curriculum as a tool for inclusive participation: Students' voices in a case study in a Portuguese multicultural school Authors: César, Margarida; Oliveira, Isolina Abstract: Portuguese schools in urban areas became multicultural during the 90s. Some students are quite distanced from the school culture. Many repeat grades. The curriculum emerges as a means of (re)organizing school practice, so that it is designed to foster inclusion. It is a tool for social mediation between the culture and knowledge of teenagers, and academic ones. It shapes the interactions between participants, cultural tools and knowledge. The principles of inclusive schooling promote the respect for diversity, underlining the need to listen to all voices of a learning community. According to the socio-cultural approach appropriating knowledge and developing competencies is a complex process. Interactive practices shape students’ academic performances. Collaborative project work has been used to promote students’ engagement. This action-research project developed an alternative curriculum in a class (grades 5 and 6) from a poor and multicultural school in Lisbon. A follow-up investigated the impact of the educational changes on the learners’ participation in school and in social practices, and on their future life. We aim at analyzing this alternative curriculum process by focussing on students’ narratives. Results highlight improvements in students’ academic and social competencies. Changing practices during compulsory education facilitated achievement and resulted in a better socialization.; Au cours des années 90, les écoles portugaises des villes sont devenues multiculturelles. Certains élèves sont assez éloignés de la culture de l’école et échouent. Le curriculum émerge comme un moyen de (ré)organiser les pratiques, favorisant l’intégration (1). C´est un outil pour la médiation sociale entre la culture et les savoirs des adolescents, et ceux de l’école. Il configure les interactions entre les participants, les outils culturels et les savoirs. Les principes de l’intégration poussent le respect vers la diversité, soulignant le besoin de prendre en compte la voix de toutes les communautés. Selon l’approche socio-culturelle, l’appropriation des savoirs et le développement des compétences sont des processus complexes. Les pratiques interactionelles configurent les performances scolaires. Le travail de projet collaboratif a été choisi pour favoriser l’engagement des élèves. Nous avons développé un curriculum alternatif dans une classe (5ème et 6ème années), d’une école pauvre et multiculturelle de Lisbonne. Un suivi de trois ans a étudié l’impact des changements dans la participation des élèves, les pratiques sociales et leur avenir. Notre but est l’analyse du processus d’implémentation selon leurs récits. Les résultats apportent un éclairage sur le développement de leurs compétences académiques et sociales. Le changement des pratiques pendant la scolarité obligatoire a favorisé leur réussite scolaire, ainsi qu’une socialisation plus adaptée. (1) Dans la langue française le terme “inclusion” n’est pas utilisé. Pourtant, ça veut dire qu’on n’a pas moyen de marquer la différence entre les deux approches. 2005-01-01T00:00:00Z http://hdl.handle.net/10451/6445 Title: From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings Authors: César, Margarida; Santos, Nuno Abstract: There have been deep changes in societies during the last decade. As a result, schools face new challenges, such as avoiding exclusion by promoting inclusion. In this paper we present the findings of our efforts to use collaborative work as a mediation tool in order to achieve more inclusive learning settings. This work starts from the assumption that learning should be seen as a communicative process. This builds on the ideas of Vygotsky, who stressed the importance of social interactions in the development of complex functions and of working in the zone of proximal development in order to promote children's development. The study used a critical and ethnographic approach and thus peer interactions were implemented as a daily practice. Data were collected through participant observation (audio and videotaped), questionnaires, tasks inspired in projective techniques, interviews, reports, and sets of materials gathered by the teachers. The findings illuminate the role of collaboration in facilitating more positive attitudes towards academic learning and mathematics, promoting students' socialisation, their socio-cognitive and affective development, and their school achievement.; Pendant les dernières années la société a changé et les écoles doivent répondre à des nouveaux défis, comme par exemple éviter l’exclusion en favorisant l’intégration (1). dans cet article nous présentons les résultats de nos efforts pour utiliser le travail collaboratif comme médiateur pour accomplir des scenarios d’apprentissage plus inclusives. Ce travail est basé sur le fait que nous considérons l’apprentissage comme um processus de communication. Cette conception a origine dans les travaux de Vygotsky qui a signalé l'importance des interactions sociales dans le développement des fonctions complexes et le rôle de la zone proximale de développement dans le développement des enfants. Notre but est l'étude de ce travail de collaboration entre pairs dans la promotion de séances d'apprentissage qui favorisent l’intégration. La recherche comprend une approche critique et ethnographique et les interactions entre pairs ont été mises en pratique quotidiennement. Les données ont été recueillies à partir de séances d'observation (enregistrées et vidéoscopiées), questionnaires, tâches d’inspiration projective, interviews, rapports et documents rassemblés par les enseignants. Les résultats illuminent le rôle du travail collaboratif dans le développement d’attitudes académiques plus positives, de la socialisation des élèves, de leur développement sociocognitif et émotionnel et de leur succès scolaire. 2006-09-01T00:00:00Z http://hdl.handle.net/10451/6444 Title: Y si aprendo contigo? Interacciones entre parejas en el aula de matemáticas Authors: César, Margarida Abstract: Social interactions, namely peer interactions, have been recognized as a facilitator factor for socio-cognitive development, knowledge aprehension, skills acquisition and school achievement. Contextualized studies showed that peer interaction is quite powerful when it is used in Maths classes. We will present the analysis of two cases from a research-action project (5th to 11th grade) which main goal is to promote peer interaction in the Maths class in order to implement pupils' socio-cognitive development, more positive attitudes towards Mathematics and their school achievement. The analysis of these cases underline the effectiveness of peer interaction according to the previous goals. 1998-01-01T00:00:00Z http://hdl.handle.net/10451/6443 Title: Traçando o perfil dos estudantes adultos para compreender as suas características e responder às suas necessidades educativas: Quatro estudos de caso Authors: Badalo, Carlos; César, Margarida Abstract: A educação, que nem sempre acompanha as mudanças sociais e políticas, continua a ser apontada como a chave do futuro e um meio para permitir aos indivíduos acompanhar, compreender e participar activamente na vida democrática do país. A nível nacional, a educação de adultos tem sofrido avanços e retrocessos, que contribuíram para colocar Portugal na cauda da Europa em relação às habilitações académicas da população adulta. No domínio da educação de adultos as investigações realizadas são manifestamente insuficientes, raramente escutando as vozes dos estudantes. Este trabalho faz parte do projecto Interacção e Conhecimento, que estudou e promoveu trabalho colaborativo em cenários de educação formal, preocupando-se em dar voz aos estudantes. Seguindo uma abordagem interpretativa, realizámos 4 estudos de caso, sendo dois de estudantes do SEUC e dois do SEMC. Como instrumentos de recolha de dados utilizámos a observação participante, questionários, entrevistas, conversas informais e recolha documental. Os resultados iluminam estudantes com perfis distintos. Para o regresso à escola há motivações de ordem pessoal e profissional. Os estudantes do SEUC criticam as práticas pedagógicas individualistas, frequentes neste sistema. Os do SEMC lamentam não terem mais trabalhos colaborativos e de grupo. Todos afirmam que os materiais adoptados pelos docentes raramente são os mais indicados e que deveria dar-se primazia à análise de temas/problemas actuais, que preparassem para a vida. Dar voz aos estudantes adultos é uma das formas de contribuir para o seu sucesso académico. 2008-01-01T00:00:00Z