| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.12 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo, que se insere num projeto alargado de investigação sobre burocracia docente em Portugal, aprovado pelo inED (Centro de Investigação e Inovação em Educação, da Escola Superior de Educação do Instituto Politécnico do Porto), debruça-se com particular atenção sobre o impacto das questões burocráticas associadas ao Decreto-Lei 54/2018, de 6 de julho, (DL 54/2018) na eficiência, eficácia e efetividade da implementação da educação inclusiva no nosso país. No estrito plano da estratégia de investigação apresentam-se as perceções dos docentes portugueses sobre o impacto das referidas questões, recolhidas através de um inquérito por questionário de âmbito nacional e através de alguns inquéritos por entrevista, com o propósito de responder em concreto à pergunta de partida, que, como é natural, tem um caráter tutelar em relação a todo este trabalho. No plano mais operacional, de apresentação de propostas para uma implementação eficiente, eficaz e efetiva do DL 54/2018, desenha-se um referencial de aferição dessa implementação, estabelecendo-se uma moldura que pode ser útil para a autoavaliação do processo de implementação contextualizada da educação inclusiva em cada escola e que se constitui simultaneamente como o principal resultado deste trabalho. Os capítulos iniciais são dedicados à necessária abordagem teórica das principais temáticas que enformam este estudo, bem como à descrição e à justificação da estratégia de investigação adotada.
This study, which is part of a wide-ranging research project on teaching bureaucracy in Portugal, approved by inED (Center for Research and Innovation in Education, of the Escola Superior de Educação of the Instituto Politécnico do Porto), focuses with particular attention on the impact of bureaucratic issues associated with Decree-Law 54/2018, of July 6 (DL 54/2018), on efficiency, efficacy and effectiveness of the implementation of inclusive education in our country. In the strict plan of the research strategy, the perceptions of Portuguese teachers about the impact of these questions are presented, collected through a survey by a questionnaire nationwide and through some surveys by interview, with the purpose of responding specifically to the starting question, which, of course, has a tutelary character in relation to all this work. In the operational plan, the presentation of proposals for an efficient, efficacious and effective implementation of DL 54/2018, is designed a benchmark for the measurement of that implementation, establishing a framework, which is simultaneously the main result of this work, that can be useful for the self-evaluation of the process of contextualized implementation of inclusive education in each school. The initial chapters, as mandatory in these works, are dedicated to the necessary theoretical approach of the main themes that inform this study, as well as to the description and justification of the research strategy adopted.
This study, which is part of a wide-ranging research project on teaching bureaucracy in Portugal, approved by inED (Center for Research and Innovation in Education, of the Escola Superior de Educação of the Instituto Politécnico do Porto), focuses with particular attention on the impact of bureaucratic issues associated with Decree-Law 54/2018, of July 6 (DL 54/2018), on efficiency, efficacy and effectiveness of the implementation of inclusive education in our country. In the strict plan of the research strategy, the perceptions of Portuguese teachers about the impact of these questions are presented, collected through a survey by a questionnaire nationwide and through some surveys by interview, with the purpose of responding specifically to the starting question, which, of course, has a tutelary character in relation to all this work. In the operational plan, the presentation of proposals for an efficient, efficacious and effective implementation of DL 54/2018, is designed a benchmark for the measurement of that implementation, establishing a framework, which is simultaneously the main result of this work, that can be useful for the self-evaluation of the process of contextualized implementation of inclusive education in each school. The initial chapters, as mandatory in these works, are dedicated to the necessary theoretical approach of the main themes that inform this study, as well as to the description and justification of the research strategy adopted.
Description
Keywords
Burocracia docente Educação inclusiva Eficiência Eficácia Efetividade Teacher bureaucracy Inclusive education Efficiency Efficacy Effectiveness
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação