Learning styles and school inclusion

a project for educational qualification

Abstract

A ideal qualified school is based on more democratic political, institutional and personal acts, what would demand schools to be able to adapt themselves to different styles of learning. Therefore, the present study focused on defining styles of learning in elementary school students of a Public School, located in a city of Grande São Paulo. A questionnaire of 51 questions – well-grounded in Rita Dunn’s model of learning styles – and an Act Scale were used as a tool for collecting information from fifteen students. These questions emphasized environmental, emotional, sociological and physical aspects of the learning process of these students. The survey could verify that, in a general way, students’ individual styles go against many educational practicing done in our schools; the educational procedures seem to exclude any external factor, including environmental ones. What also could be verified was that styles of learning are discordant to teaching processes, which are reveled as unexciting and impellers of the students’ lack of will while facing challenges and contents presented by school. The research could conclude that an examination in student’s styles of learning is able to raise the development of educational politics which really officialize educational acts taking student’s singularity into the account of learning process.