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Abstract(s)
O presente estudo tem como propósito entender de que forma o agrupamento de escolas escolhido aplica as medidas de inclusão (a partir dos decretos-lei nº54/2018, de 6 julho e nº55/2018, de 6 julho) que são apresentados no seu Projeto Educativo, determinando, assim, se é um agrupamento inclusivo, e perceber quem são os elementos da comunidade educativa que mais contribuem para esta inclusão/sucesso educativo dos alunos. O estudo implicou a participação do Diretor Escolar, da coordenadora de equipa multidisciplinar, dos coordenadores de departamento, bem como dos alunos, dos professores e dos encarregados de educação. Para a recolha de dados utilizaram-se entrevistas semiestruturadas, focus group e questionários. Perante a análise, concluímos que o agrupamento tem muito presente o conceito de inclusão nos seus discursos e nas suas práticas, e faz uma avaliação frequente das medidas inclusivas que são implementadas a partir do Projeto Educativo, constatando que cumprem, na sua maioria, as suas propostas. Concluímos também que é primordial para a comunidade educativa fazer com que os alunos se sintam incluídos e motivados na escola, sendo, assim, um dos princípios concretizados do Projeto. O agrupamento, através de vários projetos e da criação de novas disciplinas (integrando aqui as medidas dos decretos-lei acima mencionados), consegue a participação ativa dos alunos na escola e reforça a ideia de que o Diretor Escolar e os professores em geral desempenham um papel fundamental na criação de medidas inclusivas e na auscultação das necessidades dos alunos. No entanto, a construção de um agrupamento mais inclusivo depende da implicação de todos os elementos da comunidade educativa, num trabalho conjunto e concertado.
The present study aims to understand how the chosen Northern school cluster applies the inclusion measures (from decree-law no. 54/2018, of 6 July and no. 55/2018, of 6 July) that are presented in its Educational Project, thus determining whether it is an inclusive cluster, and understand who are the elements of the educational community that most contribute to this inclusion and to the educational success of students. The study involved the participation of the school principal, the multidisciplinary team coordinator, the department coordinators, as well as students, teachers and parents. For data collection, semi-structured interviews, focus groups, and surveys were used. Based on the analysis, we concluded that the school cluster is very aware of the concept of inclusion in its speeches and practices and makes a frequent evaluation of the inclusive measures that are implemented from the Educational Project, noting, the most part, they comply the measures they proposed. We concluded that it is essential for the educational community to make students feel included and motivated at school, one of the realized principles from de Project. The school cluster, through various projects and the creation of new subjects (integrating here the measures of the decree-laws mentioned above), achieves the active participation of students in school and reinforces the idea that the school principal and teachers play a key role in creating inclusive measures and listening to the needs of students, but that all elements of the educational community together build a more inclusive school cluster.
The present study aims to understand how the chosen Northern school cluster applies the inclusion measures (from decree-law no. 54/2018, of 6 July and no. 55/2018, of 6 July) that are presented in its Educational Project, thus determining whether it is an inclusive cluster, and understand who are the elements of the educational community that most contribute to this inclusion and to the educational success of students. The study involved the participation of the school principal, the multidisciplinary team coordinator, the department coordinators, as well as students, teachers and parents. For data collection, semi-structured interviews, focus groups, and surveys were used. Based on the analysis, we concluded that the school cluster is very aware of the concept of inclusion in its speeches and practices and makes a frequent evaluation of the inclusive measures that are implemented from the Educational Project, noting, the most part, they comply the measures they proposed. We concluded that it is essential for the educational community to make students feel included and motivated at school, one of the realized principles from de Project. The school cluster, through various projects and the creation of new subjects (integrating here the measures of the decree-laws mentioned above), achieves the active participation of students in school and reinforces the idea that the school principal and teachers play a key role in creating inclusive measures and listening to the needs of students, but that all elements of the educational community together build a more inclusive school cluster.
Description
Keywords
Escola inclusiva Sucesso educativo Igualdade de oportunidades Inclusive school Educational success Equal opportunities
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação