From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings |
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Authors: | Margarida César Nuno Santos |
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Institution: | 1. Centro de Investiga??o em Educa??o da Faculdade de Ciências, Universidade de Lisboa, Edifício C6, Campo Grande, P-1749-016, Lisboa, Portugal
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Abstract: | There have been deep changes in societies during the last decade. As a result, schools face new challenges, such as avoiding
exclusion by promoting inclusion. In this paper we present the findings of our efforts to use collaborative work as a mediation
tool in order to achieve more inclusive learning settings. This work starts from the assumption that learning should be seen
as a communicative process. This builds on the ideas of Vygotsky, who stressed the importance of social interactions in the
development of complex functions and of working in the zone of proximal development in order to promote children’s development.
The study used a critical and ethnographic approach and thus peer interactions were implemented as a daily practice. Data
were collected through participant observation (audio and videotaped), questionnaires, tasks inspired in projective techniques,
interviews, reports, and sets of materials gathered by the teachers. The findings illuminate the role of collaboration in
facilitating more positive attitudes towards academic learning and mathematics, promoting students’ socialisation, their socio-cognitive
and affective development, and their school achievement. |
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Keywords: | |
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