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Abstract(s)
O Decreto-lei n.º 54/2018, de 6 de julho, estabelece os princípios e as normas que garantem a inclusão enquanto processo que visa dar resposta à diversidade. Partindo desse pressuposto, desenvolveu-se o presente estudo de caso a fim de compreender as práticas implementadas no espaço escolar e percecionar o envolvimento dos diferentes atores educativos na coconstrução de uma Escola verdadeiramente inclusiva. A opção metodológica articulou duas abordagens - qualitativa e quantitativa - complementares e os instrumentos de recolha de dados selecionados foram a entrevista semiestruturada (diretor, psicólogo e coordenadores de departamento) e o questionário online (docentes, alunos, pais/EE e pessoal não docente). Para o tratamento dos dados foram utilizadas, respetivamente, a análise de conteúdo e a estatística descritiva. Quanto aos resultados, a totalidade dos participantes considera que o caminho a percorrer para o alcance de uma escola verdadeiramente inclusiva já se iniciou. No entanto, será necessário colmatar algumas fragilidades promovendo a mudança no sentido de: intensificar o trabalho colaborativo, promover o envolvimento da comunidade educativa, elevar as expetativas para todos os alunos, promover a formação docente ao nível da inclusão e criar oportunidades de participação dos pais/EE nas decisões da vida da escola. Estas medidas despertam para uma responsabilidade coletiva na reconstrução de uma escola de e para Todos
The Decree Law nr. 54/2018, of the 6th July, establishes the principles and the standards that ensures inclusion as a process which aims in giving answer to diversity. Based on this assumption, the present study case was developed to understand the implemented practices in the school space and perceive the involvement of different educational actors in the construction of a truly inclusive school. The methodological option articulated two approaches - qualitative and quantitative – complementary and the instruments of data collection were a semi-structured interview (school director, psychologist and department coordinators) and the online quiz (teachers, students, parents/tutors and auxiliary staff). For the data processing, the following were used, respectively, the analyses of the contents and the descriptive statistics. As for the results, all the participants consider that the path to be taken in order to achieve a truly inclusive school as already started. Nonetheless, it will be necessary to bridge some fragilities promoting a shift in the way of: intensifying the collaborative work, promoting the involvement of the educational community, raise the expectations of all the students, promote the teaching training at the level of inclusion and create opportunities for parents /tutors to participate in the decisions of the life of the school. These measures awake to a collective responsibility in rebuilding a school of and for All
The Decree Law nr. 54/2018, of the 6th July, establishes the principles and the standards that ensures inclusion as a process which aims in giving answer to diversity. Based on this assumption, the present study case was developed to understand the implemented practices in the school space and perceive the involvement of different educational actors in the construction of a truly inclusive school. The methodological option articulated two approaches - qualitative and quantitative – complementary and the instruments of data collection were a semi-structured interview (school director, psychologist and department coordinators) and the online quiz (teachers, students, parents/tutors and auxiliary staff). For the data processing, the following were used, respectively, the analyses of the contents and the descriptive statistics. As for the results, all the participants consider that the path to be taken in order to achieve a truly inclusive school as already started. Nonetheless, it will be necessary to bridge some fragilities promoting a shift in the way of: intensifying the collaborative work, promoting the involvement of the educational community, raise the expectations of all the students, promote the teaching training at the level of inclusion and create opportunities for parents /tutors to participate in the decisions of the life of the school. These measures awake to a collective responsibility in rebuilding a school of and for All
Description
Keywords
Inclusão Educação inclusiva Resposta à diversidade Inclusion Inclusive Education Inclusive School Response to diversity
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação