Resumen

HICKMANN, Roseli Inês; ZEN, Maria Isabel Dalla  y  XAVIER, Maria Luísa Merino de Freitas. Shared intervention in an inclusive classroom : a methodological experience in History teaching. Perspectiva [online]. 2014, vol.32, n.3, pp.999-1017. ISSN 0102-5473.  https://doi.org/10.5007/2175-795X.2014v32n3p999.

The present study sought to examine a methodological experience in teaching History, from the process of shared intervention in an inclusive classroom, developed in a Municipal School of Porto Alegre/RS, organized by Training Courses, in which the investigated first-year class of 3rd cycle joined the Shared Teaching Project. This project was designed contemplating the didactic-pedagogic planning and teaching in the classroom jointly by two teachers - a licensed teacher in History and a licensed one in Pedagogy. Among the significant developments of this study, we point out the shared intervention as a methodological experience for teaching History. As a consequence of this experience, an inventory with the records written by the teachers/researchers and the reading of the same by in-service teachers; discussion meetings about the writings and the referrals. It was noticed that from the shared intervention, as a methodological experience in teaching History, pupils with special educational needs had a time and a peculiar mode of take ownership of knowledge, as well as the other students felt challenged by this singular mode of learning. It was also verified that the in-service teachers became protagonists of resignified pedagogical practices, while the teachers-researchers have become apprentices of a investigative position called, in this context, shared intervention.

Palabras clave : Inclusion; Learning Process; Teaching of History.

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