Resumo

MAIA, Vítor Ochoa  e  FREIRE, Sofia. PEDAGOGICAL DIFFERENTIATION IN THE CONTEXT OF INCLUSIVE EDUCATION. Rev. Exitus [online]. 2020, vol.10, e020003.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1147.

Pedagogical differentiation is an approach to teaching in the classroom that has been pointed out as relevant in promoting the participation and success of all students. It is for this reason often described as an essential component of inclusive practices. However, despite the positive evidence of its effect on student performance, both in academic and personal terms, teachers tend to implement it little. One of the reasons pointed out that teachers often do not develop practices of pedagogical differentiation in the classroom is the lack of clarification of this concept, which gave rise to a misaligned representation of the principles of inclusive pedagogical differentiation. Thus, it becomes important to clarify what is understood, in fact, by pedagogical differentiation in the context of inclusive education. To this end, the model of pedagogical differentiation according to Tomlinson's proposal (2008) will be presented, as it will provide a more integrated and explicit view of diversity in the classroom, as it presupposes inclusive pedagogical differentiation. At the same time, the potentialities of its development and some barriers that have been identified to its implementation in the classroom will be pointed out. It is hoped, therefore, to contribute to a reflexion on the practices of the teachers and to find ways for their eventual change.

Palavras-chave : Pedagogical Differentiation; Diversity; Inclusive Education.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )