PRACTICES FOR INCLUSIVE EDUCATION – LEARNING COMMUNITIES AND THEIR CONTRIBUTION TO EVERYONE'S SCHOOL SUCCESS
Since 1948, with the enshrinement of the Universal Declaration of Human Rights, not only the right to Education has been claimed, but also the right to accessible and dignified schooling for all. Corresponding to the guidelines aspired by UNESCO (1994, 2005, 2009, 2017), it is up to Education to find, not only a reflective path, about its contribution to people's lives, but also to respond to the inherent needs of the right for Difference. In view of the multiplicity of population existing in schools, plus the multicultural enrichment, it is important that the student becomes aware of his place in the educational community to which he belongs. The great current challenge is related to the effectiveness in the operationalization of education for all, at a time when the term Inclusion gains prominence in school life.
The Portuguese legislation in force reflects Inclusive Education and the re-adaptation of formats, with a view to developing skills that enhance access, participation and individual progress. Given the premises of a democratic education aimed at all, schools are required to adopt methodologies that are guided by the commitment to a process that aims to respond to the diversity of everyone's needs and potential.
This article prioritizes highlighting a study of a Learning Community, and its potential in achieving Inclusive Education, through Successful Educational Actions. It is intended to aim at ways of achieving full socialization and academic success for all, as well as improving family and community cohesion. This way, we propose to reflect on the applicability of this project, as a preponderant strategy in the teaching and learning process of any individual.
PRACTICES FOR INCLUSIVE EDUCATION – LEARNING COMMUNITIES AND THEIR CONTRIBUTION TO EVERYONE'S SCHOOL SUCCESS
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DOI: 10.22533/at.ed.5582362223111
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Palavras-chave: Inclusive education; Difference; Learning Communities; Successful Educational Actions
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Keywords: Inclusive education; Difference; Learning Communities; Successful Educational Actions
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Abstract:
Since 1948, with the enshrinement of the Universal Declaration of Human Rights, not only the right to Education has been claimed, but also the right to accessible and dignified schooling for all. Corresponding to the guidelines aspired by UNESCO (1994, 2005, 2009, 2017), it is up to Education to find, not only a reflective path, about its contribution to people's lives, but also to respond to the inherent needs of the right for Difference. In view of the multiplicity of population existing in schools, plus the multicultural enrichment, it is important that the student becomes aware of his place in the educational community to which he belongs. The great current challenge is related to the effectiveness in the operationalization of education for all, at a time when the term Inclusion gains prominence in school life.
The Portuguese legislation in force reflects Inclusive Education and the re-adaptation of formats, with a view to developing skills that enhance access, participation and individual progress. Given the premises of a democratic education aimed at all, schools are required to adopt methodologies that are guided by the commitment to a process that aims to respond to the diversity of everyone's needs and potential.
This article prioritizes highlighting a study of a Learning Community, and its potential in achieving Inclusive Education, through Successful Educational Actions. It is intended to aim at ways of achieving full socialization and academic success for all, as well as improving family and community cohesion. This way, we propose to reflect on the applicability of this project, as a preponderant strategy in the teaching and learning process of any individual.
- Ana Sofia Clemente Gonçalves
