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Abstract(s)
Como o Decreto-Lei 3 /2008, o novo decreto 54/ 2018 ressalva igualmente a inclusão e a riqueza da diversidade. Todavia, propõe-se um novo desafio metodológico tendo em conta o acesso ao currículo em “equidade e coesão social” (DL54, p.2918), ressaltando o Desenho Universal para a Aprendizagem e a abordagem multinível. Afigura-se a possibilidade de se decompor cada uma das particularidades de uma estrutura complexa e interativa, com o objetivo de conhecer de uma forma mais eficaz a realidade e a necessidade do aluno, estabelecendo-se as medidas de suporte, um plano de ação/intervenção ao encontro da diversidade e da particularidade de cada aluno. Salienta-se o Planeamento Centrado na Pessoa numa perspetiva humanista alinhada com o Perfil dos Alunos à Saída da Escolaridade Obrigatória. Enfatiza-se deste modo “o desenvolvimento holístico dos alunos, atendendo às dimensões do saber, saber fazer e do saber estar com enfoque na exigência, mas também na atenção à diversidade e consequentemente na equidade e democracia” (Pereira et.al., 2018, p.11). Reafirma-se o papel dos encarregados de educação e o trabalho em equipa, em flexibilidade curricular. Neste estudo, verificamos na análise documental da amostra dos processos dos alunos, que na operacionalização do primeiro ano da aplicação legislativa do novo decreto 54/2018 não se alteram muito as dinâmicas já desenvolvidas na escola, no que diz respeito ao processo de referenciação e avaliação. Observamos ainda pontos quanto aos profissionais envolvidos e encarregados de educação, aos métodos de avaliação usados e à documentação dos resultados, assim como às medidas de suporte para a inclusão implementadas, o apoio acrescido prestado pelos técnicos especializados; apoio acrescido de docentes; tempo de apoio na sala de aula e tempo de apoio do professor de educação especial. Concluímos que a alteração se manifesta na natureza Biopsicossocial da descrição da participação, caindo a utilização da Classificação Internacional da Funcionalidade.
Like decree 3/2008, the new decree 54/2018 also stresses the inclusion and richness of diversity. However, a new methodological challenge is proposed, taking into account access to the curriculum in "equity and social cohesion" (Law DL 54, p. 2918), emphasizing the Universal Design for Learning and the multilevel approach. It seems possible to break down each of the peculiarities of a complex and interactive structure, with the objective of knowing more effectively the reality and the need of the student, establishing support measures; a plan of action / intervention to meet the diversity and particularity of each student. Person-Centered Planning is emphasized in a humanistic perspective aligned with the Student Profile after Exit Compulsory Schooling. This emphasizes "the holistic development of students, taking into account the dimensions of knowledge, know-how and know-how to be focused on the demand, but also on the attention to diversity and consequently on equity and democracy" (Pereira et al., 2018, p. 11). It reaffirms the role of the caregivers and teamwork, in curricular flexibility. With this case study, we verified in the documentary analysis of the sample of the students' processes, that in the operationalization of the first year of the legislative application of the new decree 54/2018 the dynamics already developed in the school, with respect to the process of referral and evaluation regarding the professionals involved and those in charge of education, the evaluation methods used, and the documentation of the results, as well as the support measures for inclusion implemented; increased support provided by specialized technicians; increased support from teachers; support time in the classroom and support time of the special education teacher. We conclude that the change manifests itself in the Biopsychosocial nature of the description of the participation, falling the use of the International Classification of Functionality.
Like decree 3/2008, the new decree 54/2018 also stresses the inclusion and richness of diversity. However, a new methodological challenge is proposed, taking into account access to the curriculum in "equity and social cohesion" (Law DL 54, p. 2918), emphasizing the Universal Design for Learning and the multilevel approach. It seems possible to break down each of the peculiarities of a complex and interactive structure, with the objective of knowing more effectively the reality and the need of the student, establishing support measures; a plan of action / intervention to meet the diversity and particularity of each student. Person-Centered Planning is emphasized in a humanistic perspective aligned with the Student Profile after Exit Compulsory Schooling. This emphasizes "the holistic development of students, taking into account the dimensions of knowledge, know-how and know-how to be focused on the demand, but also on the attention to diversity and consequently on equity and democracy" (Pereira et al., 2018, p. 11). It reaffirms the role of the caregivers and teamwork, in curricular flexibility. With this case study, we verified in the documentary analysis of the sample of the students' processes, that in the operationalization of the first year of the legislative application of the new decree 54/2018 the dynamics already developed in the school, with respect to the process of referral and evaluation regarding the professionals involved and those in charge of education, the evaluation methods used, and the documentation of the results, as well as the support measures for inclusion implemented; increased support provided by specialized technicians; increased support from teachers; support time in the classroom and support time of the special education teacher. We conclude that the change manifests itself in the Biopsychosocial nature of the description of the participation, falling the use of the International Classification of Functionality.
Description
Keywords
Equidade Participação Diversidade
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação