Conditions for inclusive education: project work during the internship in initial teacher education in a classroom based on the pedagogy of the Modern School Movement

Abstract

Inclusive education, in the field of early childhood education, is an area that still needs to be reflected on, as it is a process in continuous improvement, for which effective pedagogical practices are sought that promote the participation of all children and therefore foster inclusion.

This article reflects on the importance of project work as a strategy for promoting inclusion and presents the development of two intervention projects, focusing on the children's participation processes and the trainee's reflections. The empirical data was produced by a trainee student during her Supervised Teaching Practice, or internship, in a pre-school classroom inspired by the pedagogical model of the Modern School Movement. The results show that the children were active participants throughout the various phases of the project and were considered active citizens in the community. In this sense, we can consider that the educational environment offered answers to the different needs and interests of the children in the class and that project-based work proved to be a pedagogical possibility that promoted inclusion.