Collaborative project work facilita

Collaborative project work facilitates social interactions among peers and between them
and their teachers. It allows students to work in their zone of proximal development
(ZPD), promoting their knowledge appropriation. It empowers adult students, allowing
them to express their voices and their cultures. Inter-empowerment mechanisms are part
of this process, facilitating the internalization of intra-empowerment mechanisms. Both
of them shape students’ life trajectories of participation (César, 2013a). This work is part
of the Interaction and Knowledge (IK) project. During 12 years (1994/1995–2005/2006)
we studied and promoted social interactions in formal educational scenarios. We assumed
an interpretative paradigm and developed an action-research project (three-year
alternative curriculum, 7th–9th grades) and a 10-year follow up. The participants were
the seven students who completed this course, their teachers, and other educational and
social agents. Data collecting instruments included observation, interviews, informal
conversations, tasks inspired by projective techniques, students’ protocols, and documents.
Data treatment and analysis were based on a narrative content analysis. The results
are mainly focused on one student: Ernesto. His legitimate participation in this
course facilitated his inclusion in school and in society. It promoted his socio-cognitive
and emotional development and allowed him to internalize intra-empowerment mechanisms.
This enabled him to improve his life trajectory of participation.
Keywords: inclusion, alternative curriculum, collaborative project work, life trajectory of
participation, inter- and intra-empowerment mechanisms

Hasil (Bahasa Indonesia) 1:

Pekerjaan proyek kolaboratif memfasilitasi interaksi sosial antara rekan-rekan dan di antara merekadan guru mereka. Hal ini memungkinkan siswa untuk bekerja di zona mereka proksimal pembangunan(ZPD), mempromosikan peruntukannya pengetahuan. Memberdayakan siswa dewasa, memungkinkanmereka suara mereka dan budaya mereka. Mekanisme antar pemberdayaan adalah bagianproses ini, memfasilitasi internalisasi mekanisme intra-pemberdayaan. Keduamereka membentuk siswa kehidupan lintasan partisipasi (César, 2013a). Kegiatan ini merupakan bagianproyek interaksi dan pengetahuan (IK). Selama 12 tahun (1994/1995-2005/2006)kita belajar dan dipromosikan interaksi sosial dalam skenario pendidikan formal. Kita mengasumsikanparadigma interpretatif dan mengembangkan sebuah proyek penelitian tindakan (tiga tahunalternatif kurikulum, nilai 7-9) dan 10 tahun tindak lanjut. Pesertatujuh siswa yang menyelesaikan kursus ini, guru, dan lain pendidikan danagen sosial. Data pengumpulan instrumen tahapan: observasi, wawancara, informalpercakapan, tugas-tugas yang terinspirasi oleh proyektif teknik, mahasiswa protokol, dan dokumen.Pengolahan data dan analisis berdasarkan analisis isi narasi. Hasilterutama difokuskan pada satu siswa: Ernesto. Nya partisipasi yang sah dalam hal iniLapangan difasilitasi atas dimasukkannya dirinya dalam sekolah dan dalam masyarakat. Ini mempromosikan nya sosio-kognitifdan perkembangan emosional dan memungkinkan dia untuk menginternalisasi mekanisme intra-pemberdayaan.Ini memungkinkan dia untuk memperbaiki nya kehidupan lintasan partisipasi.Kata kunci: inklusi, alternatif kurikulum, pekerjaan proyek kolaboratif, lintasan kehidupanpartisipasi, inter - dan intra-pemberdayaan mekanisme