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Advisor(s)
Abstract(s)
Ao longo dos anos a área da educação tem-se deparado com um sem número de obstáculos,
alguns deles facilmente ultrapassáveis, outros nem tanto. Entre alguns destes problemas está a
falta de inclusão de alunos com dificuldades na escola.
Este trabalho foca-se, sobretudo, neste tema, em que se procura estudar abordagens e
estratégias que podem ser mobilizadas no ensino de inglês como língua estrangeira, no contexto
do 1º Ciclo do Ensino Básico, de modo a incluir estes mesmos alunos, tendo como pano de fundo
o espírito de entreajuda e colaboração entre pares.
O objetivo deste estudo foi o de levar a cabo um estudo centrado em práticas inclusivas
equacionadas e implementadas no contexto de Prática de Ensino Supervisionada, de forma a que
alunos sem enquadramento ao nível das necessidades adicionais de suporte sejam também
verdadeiramente incluídos nas atividades de ensino e aprendizagem de inglês.
Levei a cabo um estudo de natureza etnográfica com contornos de investigação-ação em que
utilizei os seguintes instrumentos de recolha de dados: questionários a aplicar a alunos e
professores, focus groups, fichas de trabalho adaptadas e notas de campo.
Os resultados mostram que, relativamente aos questionários aplicados a alunos, o uso de
metodologias variadas na sala de aula, constitui uma mais-valia não apenas na resolução de
problemas de ensino aprendizagem de alunos com dificuldades de aprendizagem como na
inclusão dos mesmos. A acrescentar aos variados recursos, a atribuição de tarefas a serem
realizadas entre pares ou em grupos, de modo a promover não apenas a entreajuda, como
também a colaboração dos elementos da turma, revelaram-se também profícuas. Dos
questionários aplicados aos professores, e no que diz respeito ao Focus Group, concluo que todo
o trabalho é realizado em equipa com os seguintes elementos: professores titulares de turma,
professora do Ensino Especial, pais, incluindo sempre que possível outros elementos da área da
educação.
Over the years, the field of education has faced countless obstacles, some of them easily surmountable, others not so much. Among some of these problems is the lack of inclusion of students with difficulties in school. This work focuses, above all, on this theme and on studying approaches and strategies that can be mobilized in the teaching of English as a foreign language, in the context of the 1st Cycle of Basic Education, in order to include these same students, against the background the spirit of mutual help and collaboration among peers. This study’s aim was to carry out a study centered on inclusive practices equated and implemented in the context of Supervised Teaching Practice, so that students with additional support needs are truly included in English teaching and learning activities. We caried out an ethnographic study with an action-research outline in which we will use the following data collection instruments: questionnaires to be applied to students and teachers, focus groups, adapted worksheets, and field notes. The results show that the use of different methodologies in the classroom is an asset not only in solving teaching-learning problems for students with learning difficulties, but also in their inclusion. Regarding the questionnaires applied to students, the use of different methodologies in the classroom is an asset not only in solving teaching-learning problems for students with learning difficulties, but also in their inclusion. In addition to the various resources, the assignment of tasks to be carried out in pairs or in groups, in order to promote not only mutual help, but also the collaboration of the elements of the class, proved to be quite useful. From the questionnaires applied to the teachers, and with regard to the Focus Group, I conclude that all the work is carried out in a team with the following elements: headteachers of the class, Special Education teacher, parents, including whenever possible other elements of the area of education.
Over the years, the field of education has faced countless obstacles, some of them easily surmountable, others not so much. Among some of these problems is the lack of inclusion of students with difficulties in school. This work focuses, above all, on this theme and on studying approaches and strategies that can be mobilized in the teaching of English as a foreign language, in the context of the 1st Cycle of Basic Education, in order to include these same students, against the background the spirit of mutual help and collaboration among peers. This study’s aim was to carry out a study centered on inclusive practices equated and implemented in the context of Supervised Teaching Practice, so that students with additional support needs are truly included in English teaching and learning activities. We caried out an ethnographic study with an action-research outline in which we will use the following data collection instruments: questionnaires to be applied to students and teachers, focus groups, adapted worksheets, and field notes. The results show that the use of different methodologies in the classroom is an asset not only in solving teaching-learning problems for students with learning difficulties, but also in their inclusion. Regarding the questionnaires applied to students, the use of different methodologies in the classroom is an asset not only in solving teaching-learning problems for students with learning difficulties, but also in their inclusion. In addition to the various resources, the assignment of tasks to be carried out in pairs or in groups, in order to promote not only mutual help, but also the collaboration of the elements of the class, proved to be quite useful. From the questionnaires applied to the teachers, and with regard to the Focus Group, I conclude that all the work is carried out in a team with the following elements: headteachers of the class, Special Education teacher, parents, including whenever possible other elements of the area of education.
Description
Keywords
Dificuldades aprendizagem Inclusão Colaboração Entreajuda Língua inglesa Learning difficulties Inclusion Collaboration Mutual aid English language
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação