Comprehensive Education: What do we join?
We are convinced that all children and youth are entitled to fully participate in school life, with dignity and a sense of belonging. Standardization of the school -based school’s vision, where the difference is understood as possible.
Written by Anna Trawy Jennifer Silva and Maria Manuel Carvalho *
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“No no
Equal leaves throughout creation.
Or the lowest rib, or additional cell,
There are definitely equal leaves. “
Antonio Gidiao
This excerpt, which raises the uniqueness of each paper, through borrowing, explains the fundamental diversity of man. As in nature, no paper is repeated, and also in the classroom unique. From the perspective of comprehensive education, recognition and evaluation of differences is the starting point for creating educational environments that enhance shares and mutual enrichment.
Comprehensive education exceeds the simple adaptation of educational content or methods. It is an ethical and social commitment that aims to turn the school into a space that every “paper” can grow with its characteristics. By welcoming and integrating differences, a culture of respect, cooperative learning and training is strengthened, and preparing citizens who are able to confront the challenges of pluralistic society.
In this context, Decree No. 54/2018 on July 6 assumes a major role in establishing the principles of comprehensive education in Portugal. This standard represents a typical transformation, and avoiding models based on student classification and suggesting flexible educational responses, modified on individual needs. By realizing that everyone can achieve the goals specified in the student profile to get out of compulsory education, even through various tracks, enhances commitment to fairness. It also defines measures to support learning and integration, the fields of specific curriculum and fill the resources needed for the full participation of all students in compulsory education.
However, it is important to consider achieving this opinion. Although they are aware of progress and the commitment of many professionals, are we everyone – researchers, teachers, technicians, families, school leaders and institutions – do we really agree with this purpose? Is it often referred to obstacles, such as resource scarcity or bureaucratic load, which are sufficient justifications for that still exist? Does good education only mean to classify tests and exams?
What do we unite in any case?
We are convinced that all children and youth are entitled to fully participate in school life, with dignity and a sense of belonging. Standardization of the school -based school’s vision, where the difference is understood as possible. But it continues rooted in selective logic, resisting change and contexts in which support and resources are insufficient and remove it.
Overcoming this tension requires dialogue and collective commitment. The initial and continuous training requires the reality in which we live. It requires hope and courage to transform. Because it is only in a really comprehensive school, we can find what connects us – more than separating us!
* Research Center for Educational Treatment and Technology in Coaches Training (CIDTFF) from Aveiro University. The material was originally published on the UA.pt.
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