Class Inclusion, Mediation and Differentiation in Educational Context

This course deals with three central themes: Inclusion, Mediation and Differentiation. It is a question of critically analyzing each of the themes and establishing the bridges of these themes in the construction of a School for All.

Not applicable

PC1-Inclusion concept: Characteristics of the Inclusive School. PC2-Fundamentals of inclusion: ethical, philosophical, social and legal dimensions PC3-The inclusive school as a school that promotes: the sense of belonging, the sense of community, the appreciation of diversity and equity, collaboration between teachers, curricular adaptation. PC4- Inclusive education and practices. The school's capacity to incorporate the diversity of experiences and life projects of students and their communities of belonging within the framework of the education for all objectives. PC5-Mediation (s) in an educational context: concept, models and logics. PC6-Analysis of different structural projects at different levels of class and / or school management (educational, interpersonal-social and organizational dimensions).

A theoretical-practical model will be privileged, integrating: moments of presentation structured content interpellated by questioning and debate around ideas,nthe concepts presented, the experiences; analysis of scientific articles andndevelopment of individual reflection work around issues related to the themes of the curricular unit. Individual work must benproperly structured and cannot exceed 12 pages

Amaral, D. & Ramos, J. (2018). Mediação de conflitos no ambiente escolar para promover a cultura de paz. Conhecer: Debate entre o público e o privado, 8(21), 24 – 44. Bonafé-Schmitt, J. (2012). Social Mediation and School Mediation. A process of socialisaton. In C. Banaldi & V. Leverse (Orgs.), Participation, Facilitation and Mediation. Children and young people in their social context (pp. 49-65). London: Routledge. Pinto, I. P. (2013) A inclusão como processo de socialização, equidade e aprendizagem. In A.Rodrigues, J. Casel, & P. Dias (Orgs), Desafios para as praticas em Educação Especial.  Ed. Pedago. Pinto da Costa, E. & Costa, I. (2022). The teacher as educator for coexistence: contributions of training in mediation. BRAJETS, 15, (1), 164-173, Web of Science Pinto da Costa, E. (2019). Lisboa: Mediação Escolar: da Teoria à Prática. Edições AcadémicasLusófonas. Rodrigues, D. (2012)  Educação inclusiva. Dos conceitos às práticas de formação. Lisboa: Instituto Piaget.