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Please use this identifier to cite or link to this item: http://hdl.handle.net/10451/6446

Título: The curriculum as a tool for inclusive participation: Students' voices in a case study in a Portuguese multicultural school
Autor: César, Margarida
Oliveira, Isolina
Palavras-chave: Alternative curriculum
Diversity
Inclusive participation
Multicultural school
Students' narratives
Issue Date: 2005
Citação: European Journal of Psychology of Education, volume 20, número 1, special issue - The social mediation of learning in multi-ethnic schools
Resumo: 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.
Arbitragem científica: yes
URI: http://hdl.handle.net/10451/6446
ISSN: 0256-2928
Appears in Collections:FC-DE-CIE-GIEDF - Artigos em Revistas Internacionais

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