Demystifying the myth of the homogeneous class: paths of an inclusive classroom

Abstract

In this article, we aim to rethink the classroom and its organization with a view to promote significant changes towards inclusion. In this way, we chose to analyze the process of teaching and learning regarding one class of the seventh grade at a secondary school in Oporto (Portugal), in which we taught English as a Foreign Language (EFL). This article is divided into 3 main parts that refer to different but articulate themes, namely: rethinking compulsory education for inclusion, attention to diversity in the teaching-learning process and also the teaching process learning and effective management of teaching time.

Keywords

• Inclusion
• Teaching and learning methodologies
• Effective teaching time management.