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Presentation
Presentation
This course deals with three central themes: Inclusion, Mediation and Differentiation. It is a question of critically analyzing each of the themes and establishing the bridges of these themes in the construction of a School for All.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 7
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP1651-14486
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
Inclusion concept: Characteristics of the Inclusive School.
Fundamentals of inclusion: ethical, philosophical, social and legal dimensions
The inclusive school as a school that promotes: the sense of belonging, the sense of community, the appreciation of diversity and equity, collaboration between teachers, curricular adaptation.
Inclusive education and practices. The school's capacity to incorporate the diversity of experiences and life projects of students and their communities of belonging within the framework of the education for all objectives.
Mediation (s) in an educational context: concept, models and logics.
Analysis of different structural projects at different levels of class and / or school management (educational, interpersonal-social and organizational dimensions).
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Objectives
Objectives
At the end of this UC students will be able to:
Take ownership of the concepts of inclusion and inclusive school;
Question the inclusion process in the school context, considering a broader educational context;
Equating the inclusive school as an intercultural school, enhancing the multiple expression of the culture of belonging of each one;
Know how to distinguish alternative paths to traditional pedagogical models for imposing a single culture;
Understand the analytical matrix, models and principles of mediation;
Recognize the dimensions, purposes and praxis of mediation in the educational context; To know how to analyze the potentialities and limitations of mediation, as a mechanism to promote school citizenship,
inclusion and socio-educational improvement in educational contexts;
Know mediation projects at different levels of class and / or school management.
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Teaching methodologies and assessment
Teaching methodologies and assessment
A theoretical-practical model will be privileged, integrating: moments of presentation structured content interpellated by questioning and debate around ideas,nthe concepts presented, the experiences; analysis of scientific articles andndevelopment of individual reflection work around issues related to the themes of the curricular unit. Individual work must benproperly structured and cannot exceed 12 pages
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References
References
Amaral, D. & Ramos, J. (2018). Mediação de conflitos no ambiente escolar para promover a cultura de paz. Conhecer: Debate entre o público e o privado, 8(21), 24 – 44. Bonafé-Schmitt, J. (2012). Social Mediation and School Mediation. A process of socialisaton. In C. Banaldi & V. Leverse (Orgs.), Participation, Facilitation and Mediation. Children and young people in their social context (pp. 49-65). London: Routledge.
Pinto, I. P. (2013) A inclusão como processo de socialização, equidade e aprendizagem. In A.Rodrigues, J. Casel, & P. Dias (Orgs), Desafios para as praticas em Educação Especial. Ed. Pedago.Pinto da Costa, E. & Costa, I. (2022). The teacher as educator for coexistence: contributions of training in mediation. BRAJETS, 15, (1), 164-173, Web of Science
Pinto da Costa, E. (2019). Lisboa: Mediação Escolar: da Teoria à Prática. Edições AcadémicasLusófonas.
Rodrigues, D. (2012) Educação inclusiva. Dos conceitos às práticas de formação. Lisboa: Instituto Piaget.
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Office Hours
Office Hours
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Mobility
Mobility
No
