Abstract
There is a growing call for schools to transform into learning communities, in which teachers take responsibility for leading students to achieve the highest levels of learning, through collaboration. The INCLUD-ED approach aims to transform schools into learning communities, to increase social cohesion, inclusion, and academic success, challenging schools and the educational community, as a whole, to work together to transform difficulties into opportunities (Flecha, 2015). This approach suggests a set of successful educational actions, namely, interactive groups, literary and artistic gatherings, educational participation of the community (volunteers at school), training of families, dialogical training of teachers, and the dialogical model of conflict resolution (CREA, 2020). The present research studies two schools that were implementing the INCLUD-ED approach. The qualitative method based on case studies is used. Thus, interviews were carried out with teachers, family members, school staff and volunteers and focus group were conducted with pupils. The data suggest that the project was mainly implemented in both educational establishments at primary school, that interactive groups in class were promoted by teachers, and the use of volunteers in the classroom, although these were mostly family members or non-teaching staff from the school. Involvement in the project varied from teacher to teacher, but almost everyone involved considers that this approach allows greater family and community participation in school activities. Differences are discussed. Fundação para a Ciência e a Tecnologia, I.P. (Portuguese Foundation for Science and Technology) supports this work- project PTDC/CED-EDG/4650/2021-LC4 Inclusion and **VALORIZA – Research Centre for Endogenous Resource Valorization
Presenters
Maria José D. MartinsProfessor, Education, VALORIZA – Research Centre for Endogenous Resource, Polythecnic Institute of Portalegre, Portugal Amélia Marchão
Teacher/Researcher, Education and Formation, VALORIZA, – Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, Portugal Teresa Oliveira
Adjunct Professor, School of Education and Social Sciences, Portalegre Polytechnic University, Portugal Joana Pisco Véstia Da Silva
Research Scholar, Escola Superior de Educação e Ciências Sociais, Instituto Politécnico de Portalegre, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Learning communities, School, Inclusive education, Diversity
