La inclusión en Mozambique: un estudio de casos sobre una intervención de aprendizaje cooperativo

• Autores: Viviana Langher, Maria E. Ricci, Flaminia Propersi, Nenad Glumbic, Andrea Caputo
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 28, Nº 1, 2016, págs. 56-71
• Idioma: español
• DOI: 10.1080/11356405.2015.1120447
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El analfabetismo es uno de los principales obstáculos que debe superar un país para salir de la pobreza. El gobierno de Mozambique se ha esforzado recientemente en tratar de garantizar la educación de todos sus ciudadanos, incluyendo aquellos con discapacidades, y en que alcancen habilidades cognitivas y sociales que puedan optimizar su crecimiento y desarrollo. En este trabajo se presenta un complejo análisis a partir de un estudio de casos sobre una intervención que partía de las bases del aprendizaje cooperativo, y que estaba dirigida a lograr la inclusión de estudiantes con Necesidades Educativas Especiales (NEE) en una clase de educación secundaria en la ciudad de Maputo. Los datos se presentan desde una perspectiva clínica y cualitativa, intentando analizar las dimensiones organizacionales, psicosociales, relacionales y emocionales. Finalmente se ofrecen algunas reflexiones acerca de los factores que podrían garantizar la continuidad temporal de buenas prácticas inclusivas

  • English

    Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government�s recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time

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