Atenção à diversidade educativa nos manuaisEstudo de caso.

  1. Ferreira, Vânia Marieta Pereira 1
  2. Ricoy, María-Carmen 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Journal:
Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Year of publication: 2017

Issue Title: XIV Congreso Psicopedagogía. Área 11: NECESIDADES EDUCATIVAS ESPECIALES

Issue: 11

Pages: 201-205

Type: Article

DOI: 10.17979/REIPE.2017.0.11.2767 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estudios e investigación en psicología y educación

Abstract

The textbook is a didactic resource widely used by most teachers and students. Among the generic pedagogical problems and the social and political contradictions surrounding this type of resource is the attention given to educational diversity, a problem that is addressed in this work. In fact, textbooks should be an unquestionable support to the individual differences of the students, which can contribute to the attention to diversity and specifically help in the integration of learners with Special Educational Needs. This work focuses on the analysis of the textbooks of a specific case: the Music Education textbooks in the 3rd cycle of Portuguese basic education. The main goal was to find out if the textbooks of Music Education for this cycle of education present aspects of attention to diversity, especially in relation to special educational needs. Through a qualitative methodology and using the technique of document analysis, the content of the four marketing textbooks was examined in three dimensions: image, sound and text. It should be noted that the main conclusions point out that textbooks do not present images of artists, singers or instrumentalists with any specific type of need, nor musical instruments or adapted musical spaces. Also at the level oftext and sound analysis, no intentionality or kind of attention to diversity is seen. It is concluded that the Musical Education of the 3rd cycle of basic education, seen through the textbooks of its subject, presents few possibilities of inclusion.

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