Resumo

SANCHES, Isabel. From “learning how to do” to “learning by doing”: the practices of inclusive education, at school. Rev. Lusófona de Educação [online]. 2011, n.19, pp.135-156. ISSN 1645-7250.

The inclusion emerges as a new social paradigm which requires a flexible and functional social organization that is based on the respect for one another and on a permanent construction that makes sense for each of the socio-cultural context in which it operates. To educate, by including, is a mission of the society, in general, and the school, in particular. Learning and teaching, by including, is a challenge for everyone and, for many, a utopia. We intend, with this article, to get involved, exemplifying and reflecting, so that we can make learning and teaching, by including, an achievable utopia. We sought a project developed in the classroom, in the framework of a master’s degree in special education, and through it, but having in the background that many other projects that were developed with the same principles and concerns, we report how to take advantage of the diversity of the group and obtain academic and social gains. From the results, we can say that trying new / other role models in the classroom and at school, reflecting on the action to validate and make it ever more efficient, in a perspective to build more and better knowledge, makes teaching and learning more effective and greatly motivates the players.

Palavras-chave : inclusive education; inclusive education; inclusive education practices; teacher training; research and action.

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