BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/20544 |
Resumo: | Inclusive Education values differences by reducing barriers to learning and promoting active participation and positive interactions between all members of school community. Nowadays, school faces numerous children/adolescents who for several reasons have developed challenging behaviours and high risk of dropping out school. They come often from socio-cultural-economic minority groups and have sometimes a repeated course of academic failure. Art has had the ability to bring together the interests of all, even of the most unsuitable. In this paper, the authors present an intervention through street art/graffiti done in a secondary school, with a ninth grade class covered by PIEF Programme. The project aimed to understand if the integration of graffiti art in educational process had impact on challenging behaviour. The study, with a qualitative methodology, shows contributions of artistic experience as an asset to educational development of students with challenging behaviours contributing to a better school and inclusion. |
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BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDEInclusionartspecial educational needsdevelopment and learningchallenging behaviourInclusive Education values differences by reducing barriers to learning and promoting active participation and positive interactions between all members of school community. Nowadays, school faces numerous children/adolescents who for several reasons have developed challenging behaviours and high risk of dropping out school. They come often from socio-cultural-economic minority groups and have sometimes a repeated course of academic failure. Art has had the ability to bring together the interests of all, even of the most unsuitable. In this paper, the authors present an intervention through street art/graffiti done in a secondary school, with a ninth grade class covered by PIEF Programme. The project aimed to understand if the integration of graffiti art in educational process had impact on challenging behaviour. The study, with a qualitative methodology, shows contributions of artistic experience as an asset to educational development of students with challenging behaviours contributing to a better school and inclusion.Jorsen - Nasen2017-02-01T10:50:51Z2017-02-012016-08-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/20544http://hdl.handle.net/10174/20544engSantos,G.D. & Varandas,E.(2016)Bringing Street Art to School,Journal of Research in Special Educational Needs Volume 16 Nums1 285–289.Journal of Research in Special Educational Needsmgss@uevora.pt681doi: 10.1111/1471-3802.12290Santos, Graça Duarteinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:10:15Zoai:dspace.uevora.pt:10174/20544Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:11:53.104382Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
title |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
spellingShingle |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE Santos, Graça Duarte Inclusion art special educational needs development and learning challenging behaviour |
title_short |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
title_full |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
title_fullStr |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
title_full_unstemmed |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
title_sort |
BRINGING STREET ART TO SCHOOL: OPEN TO INCLUDE |
author |
Santos, Graça Duarte |
author_facet |
Santos, Graça Duarte |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Graça Duarte |
dc.subject.por.fl_str_mv |
Inclusion art special educational needs development and learning challenging behaviour |
topic |
Inclusion art special educational needs development and learning challenging behaviour |
description |
Inclusive Education values differences by reducing barriers to learning and promoting active participation and positive interactions between all members of school community. Nowadays, school faces numerous children/adolescents who for several reasons have developed challenging behaviours and high risk of dropping out school. They come often from socio-cultural-economic minority groups and have sometimes a repeated course of academic failure. Art has had the ability to bring together the interests of all, even of the most unsuitable. In this paper, the authors present an intervention through street art/graffiti done in a secondary school, with a ninth grade class covered by PIEF Programme. The project aimed to understand if the integration of graffiti art in educational process had impact on challenging behaviour. The study, with a qualitative methodology, shows contributions of artistic experience as an asset to educational development of students with challenging behaviours contributing to a better school and inclusion. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-08-01T00:00:00Z 2017-02-01T10:50:51Z 2017-02-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/20544 http://hdl.handle.net/10174/20544 |
url |
http://hdl.handle.net/10174/20544 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Santos,G.D. & Varandas,E.(2016)Bringing Street Art to School,Journal of Research in Special Educational Needs Volume 16 Nums1 285–289. Journal of Research in Special Educational Needs mgss@uevora.pt 681 doi: 10.1111/1471-3802.12290 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Jorsen - Nasen |
publisher.none.fl_str_mv |
Jorsen - Nasen |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136600812158976 |