Loading...
Publication
Perspetiva dos alunos sobre a sua participação, envolvimento e autodeterminação em contexto escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.34 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O compromisso global para uma escola inclusiva, e consequentes esforços dos países para implementar políticas de inclusão, foram seguidos pela investigação dos fatores que contribuem para o sucesso na implementação deste modelo educacional, nomeadamente, ao nível das políticas das escolas, dos professores e dos pares. No entanto, poucos estudos privilegiam a perspetiva dos alunos, em particular dos alunos com necessidades adicionais de suporte (NAS), o que parece ser uma omissão na investigação, considerando o discurso dominante sobre a importância da educação centrada no aluno para valorizar a sua voz. Escutar o que os alunos têm para dizer acerca da sua experiência escolar e de inclusão é essencial para aumentar a compreensão dos outros atores sobre a educação inclusiva.
O objetivo deste estudo é conhecer a opinião de alunos do 3º ao 9º ano de escolaridade acerca do processo de inclusão no contexto educativo. Para isso, iremos estudar: a) até que ponto os alunos participam nas atividades escolares, dentro e fora da sala de aula; b) como descrevem a sua participação social; c) o quanto se sentem envolvidos nas atividades educativas; até que ponto sentem que são considerados na tomada de decisão sobre o seu processo educativo. Participaram no estudo 325 alunos de quatro agrupamentos de escolas.
Os resultados sugerem que o facto de os alunos terem medidas adicionais de suporte, não se traduz num acréscimo da atenção e feedback do professor, nem numa maior preocupação com a sua autodeterminação, apesar destes alunos apresentarem motivação e grau de envolvimento semelhantes aos seus pares. Também indicam falta de hábitos de auscultação da voz dos alunos nas tomadas de decisão sobre o seu processo educativo.
The global commitment to an inclusive school, and consequent efforts by countries to implement inclusive policies, has been followed by taskforces investigating the factors that contribute to the successful implementation of this educational model, namely at the level of schools, teachers and peers‟ policies. However, few studies privilege the perspective of students with additional support needs (ASN), which seems to be an omission in the research, considering the dominant discourse about the importance of student-centered education to value their voice. Listening to what students have to say about their school experience and inclusion is essential to increase other actors' understanding of inclusive education. This study aims to listen to the opinion of 3rd to 9th-grade students about their process of inclusion in the educational context. For this, we will study a) the extent to which students participate in school activities, inside and outside the classroom; b) how they describe their social participation; c) how involved they feel in educational activities; c) the extent to which they feel that they are considered in decision-making about their educational process. 325 students from 4 groups of schools participated in the study. The results suggest that the fact that students have additional support measures does not result in increased attention and feedback from the teacher, nor in greater concern for their self-determination, despite these students showing similar motivation and level of involvement to their peers. They also indicate a lack of habits for listening to students' voices when making decisions about their educational process. Keywords:
The global commitment to an inclusive school, and consequent efforts by countries to implement inclusive policies, has been followed by taskforces investigating the factors that contribute to the successful implementation of this educational model, namely at the level of schools, teachers and peers‟ policies. However, few studies privilege the perspective of students with additional support needs (ASN), which seems to be an omission in the research, considering the dominant discourse about the importance of student-centered education to value their voice. Listening to what students have to say about their school experience and inclusion is essential to increase other actors' understanding of inclusive education. This study aims to listen to the opinion of 3rd to 9th-grade students about their process of inclusion in the educational context. For this, we will study a) the extent to which students participate in school activities, inside and outside the classroom; b) how they describe their social participation; c) how involved they feel in educational activities; c) the extent to which they feel that they are considered in decision-making about their educational process. 325 students from 4 groups of schools participated in the study. The results suggest that the fact that students have additional support measures does not result in increased attention and feedback from the teacher, nor in greater concern for their self-determination, despite these students showing similar motivation and level of involvement to their peers. They also indicate a lack of habits for listening to students' voices when making decisions about their educational process. Keywords:
Description
Keywords
Perspetiva dos alunos Experiência de educação inclusiva Participação Envolvimento Autodeterminação Students' perspective Experience of inclusive education Participation Belonging Self-determination
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação