By implementing this project it was intended to: - to endow teaching staff with the ability to embrace the diversity of the student population and the wider educational community, encouraging a differentiated work that seeks the best of each student; - prepare the student population to continue their studies, or for post-school life, as citizens who are fully included in the social fabric; - innovate in pedagogical practice and in the provision of an educational service to the wider community; - to promote a learning policy that is fully integrated in the European area. - apply tools and strategies for pedagogical differentiation and rehabilitation work, with students with different barriers to learning; - to adopt an increasingly complete practice of educational and social inclusion, acquiring experience, new ideas and specific practices; - to renew the pedagogical knowledge of the various subject areas, with a focus on the renewal of curricular dynamization techniques in the classroom, meeting Decree-Laws nº 54 and 55/2018 and complying with national and European conventions of inclusive education; - disseminate and apply the acquired knowledge among the group's partners and the surrounding community.
The presentation of the candidacy of the Álvaro Velho School Group, with the project called “We are School, We Are Inclusion” was based on the need to embrace diversity, and ensure that the principles and values of this group of schools involve treating each student as unique and worthy of a dignified educational path, put into practice according to the guidelines of the legal framework regarding pedagogical differentiation and inclusive education. In carrying out this project, we consider it pertinent to approach our inclusive practices to the goals stipulated by national and European entities, namely the European Agency for Special Needs and Inclusive Education, providing us with new teaching methods and tools, in a new conception of school that is much more open to its elements and to the general community, making every possible effort with a view to better inclusion in the continuation of studies or in post-school life, for all students regardless of their social stratum, ethnic origin, gender, sexual orientation, or whether or not they have specific barriers to learning.