As escolas internacionais de verão como plataforma de educação inclusiva para estudantes de doutoramento
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Resumo
Este artigo baseia-se em reflexões sobre o meu entendimento sobre escolas internacionais de verão, partindo das minhas experiências pessoais enquanto participante numa delas, que teve lugar num país europeu em 2021. Defendo que as escolas internacionais de verão podem desempenhar um papel importante como fórum académico internacional na prática da educação inclusiva para estudantes de doutoramento e investigadores/as em início de carreira sob várias perspetivas. Utilizo o modelo de três níveis de inclusão avançado por Qvortrup e Qvortrup para justificar os meus argumentos neste estudo auto-etnográfico. Discuto a metodologia do estudo e apresento uma visão geral do calendário seguido pela escola internacional de verão que frequentei. Em seguida, argumento a forma como ela proporcionou uma experiência de aprendizagem inclusiva aos/às alunos/as participantes, nas perspetivas numérica/física, social e psicológica. Concluo observando que as escolas internacionais de verão precisam de utilizar a sua natureza transnacional para iniciar debates sensíveis à raça e culturalmente reativos entre os/as seus/suas alunos/as participantes. Esta abordagem ajudará a criar neles/as uma consciência cultural crítica, tentando dar uma imagem clara da composição intercultural do mundo tal como ele existe.
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