Experiência de estágio curricular centrada na promoção do Centro de Apoio à Aprendizagem (CAA) enquanto estrutura inclusiva e colaborativa

Abstract

Inclusive education is a collective commitment by the many social agents who make up the school, intervene and establish dynamics between them, with a view to educational success and meaningful learning for each and every child and young person. In this sense, this report focuses on inclusion as a multivalent concept and develops from a curricular internship experience in a school grouping, which made it possible to study and intervene in the field over time. The activities carried out and the situations experienced led me to concerns that culminated in an intention to understand how the structure of the Learning Support Center (LSC) can be assumed from an inclusive and collaborative perspective. These concerns were embodied in an investigation that sought to understand how the dynamics of the LSC contribute to the educational success of each and every student. Thus, the methodological design is based on a phenomenological-interpretative paradigm, whose data collection process was developed through questionnaire surveys and interviews, complemented by direct observation using field notes. The results point to the need to reframe the LSC in order to fulfil the assumptions of inclusion in terms of the development and management of spaces, the timetables of professionals and students and the dynamics of learning with a view to pedagogical differentiation. After reflecting on the results, a set of proposals is provided that can be adopted by the context, taking into account the needs identified. Finally, the experience in the internship context allows me to emphasise the importance of increasingly cultivating the professionalism of a qualified person in the field of Educational Sciences, in the context of inclusive education. This work has also the potential to raise awareness of this issue among all professionals in the field.