Abstract
ABSTRACT: This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.
Highlights
The paradigm of Inclusive Education has gained relevance in the last decades in international movements driven by the fundamental right that all have right to Education, in all its schooling levels and stages
Our research questions were: What are the principles, characteristics or indicators of the Lesson Study structure that may be able to enable its use as a teaching practice with an inclusive perspective in Higher Education? Which strategies would be suggested by students when using Lesson Study that could be configured as indicators? Considering the aspects of diversity in a heterogeneous group participating in this practice, would these strategies be different, in relation to these students’ profile?
In the third stage, the three participating professors held a meeting (Dudley, 2011) to discuss the observations and records made, and the students were interviewed by one of them, using a semi-structured script, whose purpose was to obtain tips, strategies and other aspects they would find important to improve the discussions of this class with an inclusive perspective, in Cycle 2, and so on, until the end of Cycle 3 of the Lesson Study
Summary
The paradigm of Inclusive Education has gained relevance in the last decades in international movements driven by the fundamental right that all have right to Education, in all its schooling levels and stages. The authors indicated specific aspects of some previous studies, among which we highlight: a) the use of this method in different places is possible, as long cultural differences are respected (Cowen, 2006) and adapted; b) lesson studies can mean educational innovation in some places, when relations or articulations between other countries are promoted (Phillips, 2006); c) adequate teaching planning and proper implementation should be established, reinforcing the active role of teachers and students (Sofos & Darra, 2014); d) the possibility of lesson studies becoming educational policies; e) egalitarian participation of teachers is considered a necessary condition for the success of lesson studies (Lewis & Hurd, 2011); f ) open-ended questions facilitate the free expression of participants’ views on teaching, as well as preparatory and reflective meetings (Creswell, 2011); g) lesson studies develop collaboration and communication among teachers (Chong & Kong, 2012) and strengthen friendly interpersonal relationships; among others. Data on the profile of these professors are presented in Chart 1, below: Chart 1 Profile of the professors participating in Phase 1 of data collection
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