Palavras chave

Ensino dialógico, educação inclusiva, ensino médio, prática docente, desenvolvimento profissional docente, diálogo

Resumo

O desafio de criar escolas públicas mais inclusivas que respondam às necessidades da Sociedade do Conhecimento do século XXI é muito importante. Neste artigo, nos concentramos na inclusão como um processo de diálogo que tanto professores quanto estudantes devem adotar e desenvolver igualmente nas salas de aula. A ideia de um ensino dialógico inclusivo é explicada e operacionalizada num currículo dialógico inclusivo centrado nas disposições de alfabetização cultural. Neste estudo, que faz parte de um projeto europeu de vários países, oito professores espanhóis e portugueses do ensino secundário e seus estudantes participaram de oito sessões que implementam planos de aula dialógicas. Os professores participaram de duas sessões de desenvolvimento profissional, uma no início do projeto e outra mais tarde. Os dados do discurso em sala de aula das sessões #3 e #8 foram coletados e analisados usando um protocolo de codificação validado. Os resultados mostram uma ligeira melhora na dialogicidade da sessão #3 para a sessão # 8, com uma resistência persistente dos professores a serem mais acumulativos em seu discurso. Estes achados confirmam o trabalho prévio que mostra que o ensino dialógico se desenvolve gradualmente e mesmo quando a postura do professorado passa a ser mais inclusiva e atrativa para os alunos, essas mudanças não representam necessariamente uma mudança radical nos métodos de ensino para ser mais centrado nos estudantes.

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Technical information

Recebido: 29-05-2020

Revisado: 05-06-2020

Aceite: 03-07-2020

First Online: 15-11-2020

Data de publicação: 01-01-2021

Tempo de revisão do artigo: 7 dias | Tempo médio de revisão do número 66: 16 dias

Tempo de aceitação do artigo: 35 dias | Tempo médio de aceitação do número 66: 51 dias

Tempo de edição da pré-impressão: 172 dias | Tempo médio de edição pré-impressão do número 66: 193 dias

Tempo de processamento do artigo: 217 dias | Tempo médio de processamento do número 66: 238 dias

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Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. [El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]. Comunicar, 66, 9-20. https://doi.org/10.3916/C66-2021-02

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