Inclusão, Mediação e Diferenciação em Contexto Educativo
Curso
Ciências da Educação (M) (ULP)
Grau|Semestres|ECTS
Mestrado | Semestral | 7
Ano | Tipo de unidade curricular | Lingua
1 |Obrigatório |Português
Total de horas de Trabalho | Tempo de Contacto (horas)
175 | 24
Código
ULP1651-14486
Disciplinas complementares recomendadas
Não aplicável
Modalidade de Ensino
Face-a-face
Precedências
Não
Estágio profissional
Não
Conteúdos Programáticos
1-Concept of inclusion:Characteristics of inclusive school;Reasons for inclusion:ethic, philosophical,social and legal dimensions.
2-Inclusive school as a school that promotes feelings of belonging,community, valorization of diversity and equity,the collaboration among teachers and curricular adaptations.
3-Inclusive education and interdisciplinarity.Capacity of the school to incorporate the diversity of experiences and life projects of the students and their communities.
4-Mediation(s) in educational context:concept,models and logics(resolutive,preventive, educator and trainer).
5-Mediation as social technology for social innovation and as a support for inclusion.
6-Integrated mediation in interdisciplinary projects in the area of Citizenship and Development(whole aproach of the school).
7-Analysis of structuring projects differentiated in the various levels of management of class and/or school(educational,interpersonal-social and organizational dimensions-whole aproach of the project
Objetivos
At the end of this UC students will be able to:
1. Appropriating the concepts of mediation, inclusion and multicultural school;
2.Problematize the process of inclusion in a school context, considering the broader educational context;
3.Equate inclusive school as a response to the challenges of the education of the century. XXI;
4.To distinguish alternative paths to traditional pedagogical models in favor of collaborative, participatory projects and in response to autonomy and curricular flexibility;
5. Understand the analytical matrix, models and principles of mediation;
6. Recognize the dimensions, purposes and praxis of mediation in the educational context;
7. Knowing to analyze the potentialities and limitations of mediation, as a mechanism for promoting citizen coexistence, inclusion and socio-educational improvement;
Conhecimentos, capacidades e competências a adquirir
At the end of this UC students will be able to:
Understand the analytical matrix, models and principles of mediation;
To mobilize competencies and strategies for the exercise of the functions of mediator;
Produce individual and group work on inclusion and mediation;
Know how to communicate your knowledge and reasoned reflections
Metodologias de ensino e avaliação
A mixed teaching model, theoretical and practical will be favored, integrating: moments of structured presentation of contents interpellated by the questioning and debate around the ideas, the presented concepts, the experiences; analysis of scientific articles and development of an individual reflection work around issues related to the themes of the curricular unit. The collaborative work will be developed in small and large group, with active and critical participation of the masters.The final evaluation results from the following parameters: 75% for individual work and 25% for individual involvement in reflection and participation in presence. In the individual work (a scientific article), with a 12 page extension, the following evaluation criteria will be considered: structure (15%), theoretical synthesis (20%), critical analysis (15%), scientific language bibliography (15%).
Bibliografia principal
Ainscow, N. (2001). Desarrollo de Escuelas Inclusivas. Madrid: Narcea
Cline, T. & Frederickson, N. (2009). Special Educational Needs, Inclusion, Diversity. London: OUP
Correia, A. & Silva, A. M. (2010). Mediação: (D)os Contextos e (D)os actores. Porto: Afrontamento
Faget, J. (2010). Médiations. Ateliers silencieux de la démocratie. Toulouse: ÉRÈS
Pinto, I. P. (2013). A inclusão como processo de socialização, equidade e aprendizagem, in A. Rodrigues; J. Casel; P. Dias, Desafios para as práticas em Educação Especial. Mangualde: Ed. Pedago
Pinto da Costa, E. (2018). Modelos de mediación de conflictos en el ámbito escolar y evidencias de un proyecto con un enfoque amplio. In J. C. Torrego; L. Rayón; Y. Muñoz & P. Hernández (Eds.), Inclusión y Mejora Educativa. Henares: Publicaciones de AAH, pp. 228-238
Rodrigues, D. (2012). Educação inclusiva. Dos conceitos às práticas. Lisboa: Instituto Piaget
Torrego, J. (2006). Modelo Integrado de mejora de la convivencia. Estrategias de mediación. Bar