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Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/6445

Título: From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings
Autor: César, Margarida
Santos, Nuno
Palavras-chave: Collaborative work
Diversity
Inclusive education
Mathematics education
Students' voices
Issue Date: Sep-2006
Citação: European Journal of Psychology of Education, volume XXI, número 3, special issue - Inclusive education ten years after Salamanca
Resumo: 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.
Arbitragem científica: yes
URI: http://hdl.handle.net/10451/6445
ISSN: 0256-2928
Appears in Collections:FC-DE-CIE-GIEDF - Artigos em Revistas Internacionais

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