This project converges with the European Development Plan and aims to acquire skills for the operationalization of the Group's Educational Project, responding to training needs prioritized at local, national and international levels. With its implementation, it was intended to know educational models, which can be applied to our school context, adapting them to the local reality, as well as pedagogies and methodologies based on differentiated, inclusive and innovative educational practice, having pursued the following objectives: Know approaches from countries with recognized paths in inclusive education; Observe, in a school context, diversified pedagogical practices; Know different methodologies, try new tools, according to the specificity of different students; Improve pedagogical practices in activities with students aiming at their inclusion and proactive participation in the individual path; Improve the training offer within the scope of the application of Decree-Law No. 54/2018; To improve the School's spaces, envisioning it, as a whole, as a Learning Support Center; Looking for inspiration to make our school more inclusive, but also more motivating, appealing and efficient.
The school of Atouguia da Baleia is located in the west of Portugal, 90 km from Lisbon. It is part of the rural and bathing area of the municipality of Peniche, whose population has many socio-economic, educational and cultural needs. This is a public educational organization that develops dynamics with a view to strengthening its improvement strategies, through initiatives that promote different literacies, improving student success, professional development programs and inclusion. With the entry into force of the new legislative framework within the scope of Inclusive Education (Decree-Law No. 54/2018), new challenges have arisen. For the application of this legislative framework, there was a lack of requirements by of teachers, as well as a lack of training offer in the areas of inclusive education and pedagogical and innovative differentiation, so the observation of practices in other countries, with systems already validated, presented itself as an opportunity for professional development, for the direct participants in the program and for those who, indirectly, benefited through the dissemination practices and the new methodologies under development.