Sala de aula inclusiva : práticas de diferenciação pedagógica
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2012
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A educação inclusiva é um desafio, que tem de se tornar uma realidade nas escolas. É essencial, por isso, que as escolas fomentem ambientes onde todos tenham o direito à educação, onde as diferenças sejam tidas em conta, onde todos os alunos sejam respeitados e onde cada aluno seja visto como um ser individual, com necessidades próprias e distintas.
Para isso, é absolutamente necessário que as práticas dos docentes em sala de aula se modifiquem. Têm de ser introduzidas práticas de diferenciação pedagógica, estratégias e atividades que deixem de atender ao aluno médio e que passem a ter em conta as necessidades individuais de cada aluno.
O presente trabalho é uma investigação de índoles quantitativa e qualitativa que se propõe relacionar os valores e as práticas dos docentes com o Modelo Pedagógico de Trabalho a eles subjacente.
Compararam-se as atitudes, valores e práticas de dois grupos de docentes – Docentes do Modelo Pedagógico da Escola Moderna (MEM) e Docentes de outros modelos pedagógicos, concluindo-se que os docentes pertencentes ao Modelo Pedagógico do MEM têm valores/atitudes e práticas mais inclusivas do que os docentes de outros modelos e que sentem menos dificuldades aquando a implementação de uma sala de aula inclusiva, identificando-se mais com a Filosofia de Escola Inclusiva do que os outros docentes.
Inclusive education is a challenge that must become a reality in schools. It is essential, therefore, that schools foster an environment where everyone has the right to education, where the differences are taken into account, where all students are respected and where each student is seen as an individual with unique and distinct needs. Therefore, it is absolutely necessary that the practices of teachers in the classroom are modified. Practical pedagogical differentiation must be made, such as new strategies and activities that stop answering to the average student and that begin to take into account the individual needs of each student. The present work is an investigation of quantitative and qualitative natures which aims to relate the values and practices of teachers with their underlying Work Pedagogical Model. Compared the attitudes, values and practices of two groups of teachers - Teachers Teaching the Modern School Model (MSM) and teachers from other educational models, concluding that teachers belonging to the Pedagogical Model of the MSM have values / attitudes and practices more inclusive than teachers in other models, feel less difficulties during the implementation of an inclusive classroom, identifying more with the philosophy of inclusive School than other teachers.
Inclusive education is a challenge that must become a reality in schools. It is essential, therefore, that schools foster an environment where everyone has the right to education, where the differences are taken into account, where all students are respected and where each student is seen as an individual with unique and distinct needs. Therefore, it is absolutely necessary that the practices of teachers in the classroom are modified. Practical pedagogical differentiation must be made, such as new strategies and activities that stop answering to the average student and that begin to take into account the individual needs of each student. The present work is an investigation of quantitative and qualitative natures which aims to relate the values and practices of teachers with their underlying Work Pedagogical Model. Compared the attitudes, values and practices of two groups of teachers - Teachers Teaching the Modern School Model (MSM) and teachers from other educational models, concluding that teachers belonging to the Pedagogical Model of the MSM have values / attitudes and practices more inclusive than teachers in other models, feel less difficulties during the implementation of an inclusive classroom, identifying more with the philosophy of inclusive School than other teachers.
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Orientação: Horácio Pires
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR