Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process?
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Data de Publicação: | 2018 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process?Construcción colaborativa de un plan de acción para la educación inclusiva: cómo la experiencia educacional finlandesa puede rechazar este procedimiento?Construção colaborativa de um plano de ação para a Educação Inclusiva: como a experiência educacional Finlandesa pode rechear esse processo?Finnish educational systemActive methodologiesInclusive e education.Sistema educativo finlandésMetodologías activasEducación inclusiva.Sistema educacional finlandêsMetodologias ativasEducação 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.El presente artículo aborda el uso de las metodologías activas, el aprendizaje basado en proyectos y el aprendizaje centrado en el estudiante, que se contextualizan con la Educación Finlandesa, en pro de la organización y construcción de un Plan de Acción sobre la Educación Inclusiva. Se presenta una rutina pedagógica para un período de cuatro horas con el uso de estrategias educativas para la promoción de la discusión de la Educación Inclusiva. En el caso de los municipios de la ciudad de Buenos Aires, en el marco de la Conferencia de las Naciones Unidas sobre el Cambio Climático, profesionales del campus, Relación escolar - Familia, e Integración Escuela-Trabajo) en una plataforma digital (Padlet). Al final, los resultados pudieron subsidiar futuras acciones institucionales para la Educación Inclusiva. Además, percibir incluso que subjetivamente la mirada de satisfacción de gran parte de los servidores en reconocer que cada uno tuvo un papel fundamental en el documento implica creer que es posible cambiar algunas rutinas educativas con el uso de las exitosas experiencias finlandesas.O presente artigo aborda o uso das metodologias ativas, aprendizagem baseada em projetos e aprendizagem centrada no estudante, as quais se contextualizam com a Educação Finlandesa, em prol da organização e construção de um Plano de Ação acerca da Educação Inclusiva. É apresentada uma rotina pedagógica para um período de quatro horas com uso de estratégias educacionais para a promoção da discussão da Educação Inclusiva. Aproximadamente 160 servidores (professores e técnicos administrativos) do Instituto Federal do Sul de Minas Gerais, campus Muzambinho, desenvolveram um documento oficial com 8 dimensões (Gestão Escolar; Prática pedagógica; Avaliação; Acesso, Permanência e Sucesso na escola; Ambiente educativo; Formação dos profissionais do campus; Relação Escola-Família; e Integração Escola-Trabalho) em uma plataforma digital (Padlet). Ao final, os resultados puderam subsidiar futuras ações institucionais para a Educação Inclusiva. Além disso, perceber mesmo que subjetivamente o olhar de contentamento de grande parte dos servidores em reconhecer que cada um teve papel fundamental no documento implica em acreditar que é possível alterar algumas rotinas educacionais com o uso das bem-sucedidas experiências finlandesas.Faculdade de Ciências e Letras/Unesp2018-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1145710.21723/riaee.nesp1.v13.2018.11457Revista Iberoamericana de Estudios en Educación; v.13, n. esp. 1, maio (2018); 576-585Revista Ibero-Americana de Estudos em Educação; v.13, n. esp. 1, maio (2018); 576-5851982-55872446-860610.21723/riaee.nesp1.v13.2018reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/11457/7336Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessDe Souza, Renato AparecidoSilva, Grasiane Cristina daCoimbra, Matheus Batista Barboza2020-12-30T21:18:17Zoai:ojs.pkp.sfu.ca:article/11457Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2020-12-30T21:18:17Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? Construcción colaborativa de un plan de acción para la educación inclusiva: cómo la experiencia educacional finlandesa puede rechazar este procedimiento? Construção colaborativa de um plano de ação para a Educação Inclusiva: como a experiência educacional Finlandesa pode rechear esse processo? |
title |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
spellingShingle |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? De Souza, Renato Aparecido Finnish educational system Active methodologies Inclusive e education. Sistema educativo finlandés Metodologías activas Educación inclusiva. Sistema educacional finlandês Metodologias ativas Educação inclusiva. |
title_short |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
title_full |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
title_fullStr |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
title_full_unstemmed |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
title_sort |
Collaborative construction of an action plan for inclusive education: how can the finnish educational experience may help this process? |
author |
De Souza, Renato Aparecido |
author_facet |
De Souza, Renato Aparecido Silva, Grasiane Cristina da Coimbra, Matheus Batista Barboza |
author_role |
author |
author2 |
Silva, Grasiane Cristina da Coimbra, Matheus Batista Barboza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
De Souza, Renato Aparecido Silva, Grasiane Cristina da Coimbra, Matheus Batista Barboza |
dc.subject.por.fl_str_mv |
Finnish educational system Active methodologies Inclusive e education. Sistema educativo finlandés Metodologías activas Educación inclusiva. Sistema educacional finlandês Metodologias ativas Educação inclusiva. |
topic |
Finnish educational system Active methodologies Inclusive e education. Sistema educativo finlandés Metodologías activas Educación inclusiva. Sistema educacional finlandês Metodologias ativas Educação inclusiva. |
description |
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. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11457 10.21723/riaee.nesp1.v13.2018.11457 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11457 |
identifier_str_mv |
10.21723/riaee.nesp1.v13.2018.11457 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/11457/7336 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
dc.source.none.fl_str_mv |
Revista Iberoamericana de Estudios en Educación; v.13, n. esp. 1, maio (2018); 576-585 Revista Ibero-Americana de Estudos em Educação; v.13, n. esp. 1, maio (2018); 576-585 1982-5587 2446-8606 10.21723/riaee.nesp1.v13.2018 reponame:Revista Ibero-Americana de Estudos em Educação (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
collection |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository.name.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com |
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1800215856614998016 |