Pesquisa inclusiva: diálogo alunos-professores como fator de promoção da educação inclusiva

Abstract

This article focuses on the need for schools to engage with the views of students to better understand learning and teaching. In this sense, the project Erasmus+ ReHaRe, Reaching the ‘Hard to Reach’: including responses to diversity through child-teacher dialogue (2017-2020) is presented. The project adopted a collaborative action research approach, in a European network of schools, which gave students the opportunity to play the role of researchers, participating actively in the educational process, in collaboration with their teachers. The article describes how this collaboration can contribute to the improvement of student participation, the professional development of teachers and the development of more inclusive practices in school. The article addresses two main aspects. First, the ReHaRe project and the Inclusive Inquiry model are presented. The second aspect highlights the relevance of Inclusive Research in increasing children’s participation and learning opportunities, including pupils who are usually considered ‘hard to reach’.