Abstract
This case study presents the creation of “O Mundo de Elisa: Amizade, Inclusão e Cidadania” [Elisa’s World: Friendship, Inclusion and Citizenship], a collaborative project by students at the Conservatório - Madeira Professional School of the Arts. The project aimed to foster learner diversity and identities, particularly supporting a student living with Bethlem myopathy. The process engaged students in discussions on inclusion and diversity, drawing on the philosophies of Dewey (2005), Eisner (1995, 2002) and Meirieu (1998) to emphasize experiential learning and the transformative power of art education. Students’ engagement with Elisa, who contributed to the book using an iPad, underscored the importance of imagination in overcoming difficulties and exploring diverse cultures. The students wrote chapters on themes such as bullying, discrimination, and entrepreneurship, inspired by their interactions with Elisa. The project underscores the transformative power of inclusive education (UNESCO, 2021; ONU, 2015) and the potential of pedagogical innovation to foster empathy, understanding, and social skills among learners. The public presentation of the project at the Funchal Book Festival in 2023 demonstrated the tangible impact of this pedagogical approach. In conclusion, this case study underscores the potential of innovative teaching methods to foster learner diversity and identities, promoting social justice, multicultural understanding, and tolerance. It affirms Freire’s principle that reading the world precedes reading the word (Freire, 1989), highlighting the importance of understanding the diverse contexts and visions of our students.
Presenters
Nuno FragaProfessor, Departamento de Ciências da Educação, Universidade da Madeira, Região Autónoma da Madeira, Portugal Roberto Alves
Teacher, Conservatório-Escola Profissional das Artes da Madeira – Eng. Luiz Peter Clode, Madeira, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
INCLUSIVE EDUCATION, LEARNER DIVERSITY, PEDAGOGICAL INNOVATION, EXPERIENTIAL LEARNING, SOCIAL JUSTICE
