出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：The existing national and international educational policy documents claim for the inclusive educational principles. Therefore, students characterized as presenting special educational needs (SEN) attend mainstream schools and classes. They bring challenges to their teachers particularly the ones related to the practices they implement to allow all students to participate in school activities and to have access to their academic achievement.
We acknowledge that there are teaching practices and tasks so entrenched in daily class routines, that their reasons are lost over time. Such is the case of the daily record of the observable weather conditions, in many classes of primary schooling. The characterization of the different seasons, based on the observable weather conditions is one of the competencies students must develop in primary schooling, as it is stated in the national curriculum. Nowadays climatic changes are a global issue. Thus, it is reasonable to request school to fulfil a nourishing mission, enquiring each student’s life and cultural experiences.
In this study we assumed an interpretative approach and developed an action research project. One of the collaborative work projects was called “The weather we see...”. It was part of the Interaction and Knowledge research project. It was developed with a 4th grade class including four students categorized as presenting SEN. The main participants were the students attending this class (N=14) and the teacher/researcher.
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