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Diferenciar o ensino em escolas inclusivas: reflexão sobre práticas e estratégias
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O presente relatório pretende ser uma reflexão sobre o ensino diferenciado no âmbito do ensino/aprendizagem de Português – L1 e L2 – inserido em escolas inclusivas. O tema será desenvolvido com base nas conceções teóricas já existentes do conceito de Diferenciação. O relatório pretende fornecer conceitos teóricos e propostas didáticas para a prática de ensino diferenciado, tendo em consideração a Prática de Ensino Supervisionada (PES) e uma experiência-piloto realizada numa escola internacional, em Lisboa. O trabalho desenvolvido na PES consistiu na análise, criação e implementação de estratégias e materiais diferenciados na sala de aula de Português. Os constrangimentos impostos pelo currículo nacional criaram dificuldades na implementação de estratégias diferenciadas e, por isso, novas estratégias e materiais foram considerados. Estas estratégias e materiais foram testadas numa experiência-piloto que, apesar de bem sucedidas, ainda nos deixam com muitas perguntas sem resposta e melhorias a serem implementadas numa futura prática profissional.
This work presents a discussion on differentiated instruction within the scope of teaching/learning Portuguese – both L1 and L2 - in inclusive schools. The subject will be developed based on the theoretical definitions regarding the concept of Differentiation. This report aims at providing theoretical concepts and didactic proposals for the practice of differentiated instruction, also considering the teaching experience in the Supervised Teaching Practice (STP) and a pilot experiment carried out at an international school in Lisbon.The work developed in the STP consisted of the analysis, creation and implementation of differentiated strategies and materials in the classroom of Portuguese. The constraints imposed by the national curriculum created difficulties in the implementation of differentiated strategies and, therefore new strategies and materials were considered. These strategies and materials were tested in a pilot experiment which, despite successful, still left us with many unanswered questions and improvements to be implemented in a future professional practice.
This work presents a discussion on differentiated instruction within the scope of teaching/learning Portuguese – both L1 and L2 - in inclusive schools. The subject will be developed based on the theoretical definitions regarding the concept of Differentiation. This report aims at providing theoretical concepts and didactic proposals for the practice of differentiated instruction, also considering the teaching experience in the Supervised Teaching Practice (STP) and a pilot experiment carried out at an international school in Lisbon.The work developed in the STP consisted of the analysis, creation and implementation of differentiated strategies and materials in the classroom of Portuguese. The constraints imposed by the national curriculum created difficulties in the implementation of differentiated strategies and, therefore new strategies and materials were considered. These strategies and materials were tested in a pilot experiment which, despite successful, still left us with many unanswered questions and improvements to be implemented in a future professional practice.
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Ensino inclusivo Ensino Básico Ensino Secundário Ensino diferenciado Escola inclusiva Aprendizagem diferenciada Português L2 Differentiated teaching Adaptive learning Differentiated learning Portuguese [L2]