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Igualdade e diferença. Um percurso filosófico, da turma multicultural à diferenciação pedagógica
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No âmbito da etapa final do Mestrado em Ensino de Filosofia no Ensino Secundário da FCSH, este relatório debruça-se sobre a Prática de Ensino Supervisionada que decorreu na Escola Secundária Dr. Ginestal Machado no ano letivo 2024/25 procurando fazer uma descrição reflexiva desta experiência. Sob o mote da antinomia educativa da igualdade e diferença, a diferenciação pedagógica é apresentada como prática privilegiada para a concretização de um ensino inclusivo e de uma aprendizagem significativa, não apenas nas turmas multiculturais, mas em todas as turmas e com todos os alunos. Analisando as perspetivas do MEM e de Aristóteles, este relatório procura defender a importância de reconhecer e valorizar a experiência da alteridade nos processos educativos, particularmente, na disciplina de Filosofia, onde através do diálogo, da escrita livre e da amizade os alunos devem poder explorar o seu próprio pensamento.
Within the scope of the final stage of the Master's degree in Philosophy Teaching in Secondary Education at FCSH, this report focuses on the Supervised Teaching Practice that took place at the Dr. Ginestal Machado Secondary School in the 2024/25 academic year, seeking to provide a reflective description of this experience. Under the motto of the educational antinomy of equality and difference, pedagogical differentiation is presented as a privileged practice for the realization of inclusive teaching and meaningful learning, not only in multicultural classes, but in all classes and with all students. Analyzing the perspectives of MEM and Aristotle, this report seeks to defend the importance of recognizing and valuing the experience of otherness in educational processes, particularly in the subject of Philosophy, where through dialogue, free writing and friendship, students should be able to explore their own thinking.
Within the scope of the final stage of the Master's degree in Philosophy Teaching in Secondary Education at FCSH, this report focuses on the Supervised Teaching Practice that took place at the Dr. Ginestal Machado Secondary School in the 2024/25 academic year, seeking to provide a reflective description of this experience. Under the motto of the educational antinomy of equality and difference, pedagogical differentiation is presented as a privileged practice for the realization of inclusive teaching and meaningful learning, not only in multicultural classes, but in all classes and with all students. Analyzing the perspectives of MEM and Aristotle, this report seeks to defend the importance of recognizing and valuing the experience of otherness in educational processes, particularly in the subject of Philosophy, where through dialogue, free writing and friendship, students should be able to explore their own thinking.
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Igualdade Diferença Diferenciação pedagógica Turmas multiculturais Ensino inclusivo Aprendizagem cooperada MEM Filosofia Filosofar Amizade Aristóteles Equality Difference Pedagogical differentiation Multicultural classrooms Inclusive education Cooperative learning Philosophy Philosophizing Friendship Aristotle