Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process?

• Autor(a) principal: De Souza, Renato Aparecido
• Data de Publicação: 2018
• Outros Autores: Silva, Grasiane Cristina da, Coimbra, Matheus Batista Barboza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11457
• topic: Finnish educational system; Active methodologies; Inclusive e education.; Sistema educativo finlandés; Metodologías activas; Educación inclusiva.; Sistema educacional finlandês; Metodologias ativas; Educação inclusiva.

This article discusses the use of active methodologies, project-based learning and student-centered learning, which is in line with some Finnish Education essential elements, to support the organization and construction of an Action Plan on Inclusive Education. It presents a pedagogical routine for a period of four hours using educational strategies to promote the discussion of Inclusive Education. Approximately 160 civil servants (teachers and administrative technicians) from the Federal Institute of South of Minas Gerais, Muzambinho Campus have developed an official document with 8 dimensions (School Management, Teaching Practice, Evaluation, Accessibility, permanence and success in school, Educational environment; Professional Development; School-Family Relationship; and School-Work Integration) on a digital platform (Padlet). At the end, the results could support future institutional actions for Inclusive Education. Moreover, it was possible to notice, in an empirical way, that most of the collaborators seemed to be satisfied by recognizing that each one had performed a key role in the document construction, which implies considering that it is possible to change some educational routines through the use of some successful Finnish experiences.