Repositório RCAAP

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This article focuses on the need for schools to engage with the views of students to better understand learning and teaching. In this sense, the project Erasmus+ ReHaRe, Reaching the ‘Hard to Reach’: including responses to diversity through child-teacher dialogue (2017-2020) is presented. The project adopted a collaborative action research approach, in a European network of schools, which gave students the opportunity to play the role of researchers, participating actively in the educational process, in collaboration with their teachers. The article describes how this collaboration can contribute to the improvement of student participation, the professional development of teachers and the development of more inclusive practices in school. The article addresses two main aspects. First, the ReHaRe project and the Inclusive Inquiry model are presented. The second aspect highlights the relevance of Inclusive Research in increasing children’s participation and learning opportunities, including pupils who are usually considered ‘hard to reach’.

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This article aims to investigate the potential of the Institutional Teaching Initiation Scholarship Program (PIBID) to provide innovation and change in the context of Brazilian education, from the analysis of its implications for the professional practice of teachers and volunteers who participate in it. PIBID is geared towards valuing teacher education, enabling students to approach undergraduate courses in the daily lives of public schools of Basic Education, with a view to stimulating reflection and observation of teaching practice within these institutions. With the aid of theoretical contributions such as Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire and others, we seek to present the idea of innovation in the educational environment to contextualize it within the scope of PIBID. For this, two semi-structured interviews were conducted with members of the program. The results indicate that PIBID has a significant potential for innovation and educational change, as it enables the role of teachers in teacher training.

O Ensino Superior é reconhecido na nossa sociedade como um dos melhores caminhos para um emprego gratificante, estando associado a benefícios significativos. As pessoas com Dificuldades Intelectuais e Desenvolvimentais, com limitações ao nível do funcionamento intelectual e do comportamento adaptativo, apesar de ambicionarem continuar a sua formação académica, constituem um dos grupos socialmente mais excluídos, deparando-se com preconceitos que impedem o seu acesso ao Ensino Superior. Com base numa revisão da literatura narrativa, pretende-se obter uma compreensão do processo de inclusão destes estudantes que está a decorrer em instituições do Ensino Superior europeias, a partir dos contributos da literatura. Assim, objetiva-se: (i) descrever características de programas a funcionar na Europa; (ii) identificar metodologias pedagógicas que têm facilitado o sucesso do processo de ensino e aprendizagem; e (iii) identificar efeitos da participação destes estudantes em programas oferecidos por instituições europeias. Este estudo evidencia que, com as metodologias apropriadas, é possível a inclusão de pessoas com Dificuldades Intelectuais e Desenvolvimentais no Ensino Superior. Sublinhamos a importância dos efeitos positivos e dos resultados relacionados com a melhoria da empregabilidade provenientes destas iniciativas curriculares inclusivas.

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This article is part of a research developed with Brazilian students who had difficulties related to the literacy process and aimed to analyze the contributions of a multisensory didactic intervention. The proposal, with emphasis on the phonoarticulatory bias, was based on a work aimed at overcoming the difficulties related to the appropriation of the alphabetical writing system, comprehension and production of texts. Four students from the 3rd year of elementary school from public schools in a city in the interior of São Paulo, Brazil, participated, with an average age of 9 years. The results indicate that the pedagogical interventions developed brought countless benefits, given that as there was a stimulation of phonoarticulatory awareness, the students showed significant advances both in terms of reading and writing, signaling greater discernment as to the sound composition of the words, grapheme-phoneme correspondence and regularity in writing, characteristics that directly affected the appropriation of the alphabetical writing system, as well as the comprehension and production of texts. It is considered that the use of different resources and didactic possibilities arising from alternative proposals has proved to be a possibility of work, being combined with the development of activities aimed at a small number of students.

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