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Advisor(s)
Abstract(s)
Desde o início do século XXI que, em Portugal, se tem vindo a construir
uma mudança no que diz respeito à educação. Conscientes da importância
da educação pré-escolar como alicerce para a educação da criança e do que
a educação inclusiva pode determinar nos primeiros anos de vida, o papel do
educador é essencial em todo o processo educativo. Assim, com este estudo
propomo-nos explorar a opinião de Educadores de Infância face à inclusão.
Neste estudo foram entrevistados / inquiridos oito educadores: quatro de
pré-escolares públicos e quatro de pré-escolares privados da zona norte do
país. Utilizámos dois instrumentos para a recolha de dados: uma entrevista
semi-estruturada e um questionário composto por uma folha de
caracterização individual e por vinhetas com descrições de crianças com
diferentes perfis de funcionalidade.
Os resultados apontam que estes educadores consideram a inclusão uma
prática possível e favorável para todas as crianças. Foi ainda possível
verificar que a opinião destes educadores face à inclusão é influenciada pela
sua opinião sobre o que é um educador inclusivo, especificamente sua
posição face à diferença, as suas características pessoais e as práticas que
desenvolve no dia a dia. Assim, o respeito pela diferença, pelas capacidades,
interesses e necessidades de cada criança, o trabalho dos pares e a família
são apontados como aspetos fundamentais para uma educação inclusiva.
Como obstáculos à inclusão referem a falta de formação dos profissionais, a
dimensão dos grupos, os recursos humanos e materiais.
Since the beginning of the 21st century a change took place in Portugal regarding education. Knowledgeable about the importance of pre-school education as the foundation for the child education and as well how true inclusive education can shape the first years of life, the role of the educator in the whole educational process is essential. The goal of this study is to explore the opinion of pre-school teachers regarding inclusion. In this study we interview eight educators: four working in public preschools and four working in private pre-schools. All schools are located in the north of Portugal. We have applied two instruments to collect data: a semi-structured interview and a questionnaire composed by an individual characterization form plus vignettes with descriptions of children with different functionality profiles. The results of the present study point out that educators consider that inclusion is possible and a positive practice for all children. We notice that preschool teacher’s opinion about inclusion is directly related with their opinion about what inclusive professional should be: his attitude about the difference, his personal characteristics and the work he develops daily. They point out as fundamental aspects for an inclusive education: the respect to difference, skills, interests and needs of each child. As well the cooperative work between children and the family. As obstacles to inclusion, they point to the lack of training, the group size, the human and material resources.
Since the beginning of the 21st century a change took place in Portugal regarding education. Knowledgeable about the importance of pre-school education as the foundation for the child education and as well how true inclusive education can shape the first years of life, the role of the educator in the whole educational process is essential. The goal of this study is to explore the opinion of pre-school teachers regarding inclusion. In this study we interview eight educators: four working in public preschools and four working in private pre-schools. All schools are located in the north of Portugal. We have applied two instruments to collect data: a semi-structured interview and a questionnaire composed by an individual characterization form plus vignettes with descriptions of children with different functionality profiles. The results of the present study point out that educators consider that inclusion is possible and a positive practice for all children. We notice that preschool teacher’s opinion about inclusion is directly related with their opinion about what inclusive professional should be: his attitude about the difference, his personal characteristics and the work he develops daily. They point out as fundamental aspects for an inclusive education: the respect to difference, skills, interests and needs of each child. As well the cooperative work between children and the family. As obstacles to inclusion, they point to the lack of training, the group size, the human and material resources.
Description
Keywords
Inclusão Opinião dos docentes Atitudes Formação Inclusion Preschool teachers' opinion Attitudes Training
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação