PTDC/CED-EDG/4650/2021 | [LC4Inclusion] Na Rota das Escolas como Comunidades de Aprendizagem para a Inclusão

Educational inclusion is now recognized as the most effective way of realizing the right of all children and young people to quality education, constituting, along with equity, central concerns of the 2030 Agenda [UN20], because they recognize and value diversity, to propose a change in school organization, curricula and the teaching-learning processes. However, inequalities in resources and opportunities persist in schools [Ai20; UN20] and most Portuguese teachers seem to view diversity as a challenge [Sz20]. Organizing schools, curricula and teaching-learning processes to respond to the diversity of learning rhythms and styles, interests, motivations and expectations, and cultural, linguistic, and socioeconomic diversity is not an easy process [Pi12], emerging as barriers, adverse attitudes and beliefs in relation to inclusion, as well as negative experiences with the diversity of students, and the lack or deficient education and training of teachers in this area. In this sense, systemic perspectives of intervention in schools have been gaining strength [Ad19] in particular the development of learning communities (LCs), involving not only teachers, but students, families and other elements of the educational community [Pa19], in a process of transformation of the school and its community [Fl15]. In effect, LCs, by facilitating research and critical reflection, favor a change in thinking and practices [Du16], the creation of bonds and the transformation of school culture, with significant gains in students' behavior and learning [Ad19; UN20]. To this end, it is essential to create participation structures, which include the organization of meeting spaces and times, the development of interdisciplinary work teams and the of effective collaborative processes [Ad19; Pa19] where teachers play a crucial role [Pi11; Sz20]. Despite the evidence that LCs facilitate the change of schools and their professionals, there are still few studies with a specific focus on transforming schools for inclusion, and even less those that focus on understanding how the specificities of the educational system and contexts, particularly those in vulnerable locations with significant diversity, can facilitate and/or constrain the development these communities. Thus, this project aims to analyze the development of LCs focused on educational inclusion, in Portuguese schools, to understand the challenges faced and the changes they introduce in their organization to tackle exclusion/inequality and promote the participation and learning of all students. With this objective, we will focus the study on LCs supported by a program from the Portuguese Ministry of Education (the “Comunidades de Aprendizagem'' project) that has privileged its development in “Educational Territories of Priority Intervention” (TEIP), particularly rich contexts to analyze the challenges associated with inclusion. The most vulnerable socio-economic contexts are those most affected by exclusion and inequalities [UN20], and the TEIP program, where most of the project's LCs are located, operates in contexts identified with poverty and social exclusion. The mentioned project, embodying legislative measures (eg: Decree-Law No. 55/2018 and 54/2018), is based on a set of Successful Educational Actions [IN12] considered universal and transferable, and intended to improve academic results, social cohesion and coexistence in different contexts of students, taking into account the voices of different community agents [Fl15]. However, we question how Portuguese schools have appropriated, adapted and expanded these actions. In this investigation, a mixed methods longitudinal approach is proposed combining the collection of empirical information in extension and depth. In extension, from a longitudinal study over 3 years, with a representative sample of LCs under development in Portugal, which will seek to identify the main challenges, expectations and responses produced by educational communities for inclusion. In depth, contemplating the realization of case studies, to analyze and deepen the understanding about the different ways in which the LCs have been implemented taking into account the different contexts and the different inclusion/diversity issues. This methodological option will make it possible to produce knowledge about the LCs development processes, as well as the strategies used in different contexts to combat inequality and promote inclusion and success for all. It is also intended to contribute with recommendations to national educational authorities regarding the future development of these communities, thus contributing to their sustainability and possible dissemination.