The Analysis of Expansive Learning in a Formative Intervention: The Inclusion of Students with Disabilities in the Final Years of a Primary School

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.7323

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Published: Mar 30, 2020
Issue: Vol. 38 No. 1 (2020): Avances en Psicología Latinoamericana
Section Artículos


Keywords: School inclusion; expansive learning; teachers’ training; formative intervention

Main Article Content

Authors

Adriane Cenci
Universidade Federal do Rio Grande do Norte.
Daniela Vilas Bôas
Instituto Profícere.
Magda Floriana Damiani
Universidade Federal de Pelotas.

Abstract

This study analyzed a formative intervention with a group of teachers that were dealing with the inclusion of students with disabilities for the first time and facing difficulties. The intervention’s aim was to expand the understanding of inclusion and, consequently, change the pedagogical practices related to the included students. It was comprised of ten sessions (March to December 2014) planned according to Engeström’s expansive learning proposition. The analysis was organized according to the cycle of expansive learning: questioning, analysis, modeling and testing of the new solution, the implementation of the new model, reflection of the process, and consolidation of the new practice. There were three attempts of expansive learning during the intervention: a protocol to organize the process of inclusion, the development of a school diary to be used by the included students, and an attempt to coordinate the work of the teachers from the regular classes and the resource room. At the end of the intervention, none of the three attempts was consolidated. Finally, the development of the agency would be paramount to allow transformation, which did not happen.

 

 

How to Cite
Cenci, A., Vilas Bôas, D., & Damiani, M. F. (2020). The Analysis of Expansive Learning in a Formative Intervention: The Inclusion of Students with Disabilities in the Final Years of a Primary School. Avances En Psicología Latinoamericana, 38(1), 118–134. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.7323
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