¿El aprendizaje cooperativo promueve la inclusión? Revisión sistemática

Patricia Solís García; María Gloria Gallego-Jiménez; Sara Real Castelao

doi:10.22235/pe.v15i2.2803

Autores

Patricia Solís García Universidad Internacional de la Rioja, Espanha. https://orcid.org/0000-0002-2962-5819
María Gloria Gallego-Jiménez Universidad Internacional de la Rioja, Espanha. https://orcid.org/0000-0003-4498-8869
Sara Real Castelao Universidad Nacional de Educación a Distancia. Centro Ponferrada, Espanha. https://orcid.org/0000-0003-0167-865X

DOI:

https://doi.org/10.22235/pe.v15i2.2803

Palavras-chave:

aprendizagem cooperativa, necessidades educativas especiais, inclusão, inovação educacional

Resumo

A aprendizagem cooperativa é uma metodologia de ensino amplamente aceita na atualidade. O principal objetivo desta revisão sistemática é fornecer dados sobre as evidências científicas publicadas sobre como a aprendizagem cooperativa facilita a inclusão de alunos com necessidades educacionais. Uma busca sistemática é proposta seguindo o método PRISMA. São expostos o volume e o tipo de publicações, as áreas temáticas de estudo, a metodologia e o tipo de amostra utilizada. Conclui-se que diante da escassez de publicações que abordem a inclusão de alunos com necessidades educacionais e que incluam esses grupos nas amostras, é necessário desenvolver linhas de pesquisa que demonstrem que essa metodologia favorece a inclusão na atenção à diversidade em sala de aula, como evidência de aplicação e não apenas como premissa de partida teórica.

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