Perceções dos professores face à inclusão e o “ranking” das escolas
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2014
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O momento atual de inclusão no ensino, debate-se com dificuldades para manter e
melhorar a Educação Inclusiva, é necessário alvitrar uma transformação para que o direito à
educação, seja de todos e para todos.
O objetivo deste estudo procura, equacionar as diferenças e semelhanças entre os
docentes das disciplinas de Educação Física, Português, Matemática e Tic´s, com referência
às Culturas e Políticas inclusivas e a sua consonância com a classificação das suas escolas no
Ranking do sistema educativo.
Foi aplicado como instrumento para a recolha de dados, o questionário “Index
for Inclusion – developing learning and participation in schools” (2002), da autoria de Tony
Booth e Mel Ainscow, tendo sido inquiridos cento e oitenta e um docentes dos ensinos
Básicos e Secundários que lecionam em escolas dos Concelhos de Lisboa, Amadora e do
Distrito de Viana do Castelo.
Foram analisados os resultados através do package estatístico SPSS Statistics (versão
20.0).Ferramenta informática que permite realizar testes estatísticos simples ou mais
complexos e visualizar duma forma acessível os resultados.
A perceção dos professores, aliado ao conhecimento e experiência dos processos
da sua formação permite-nos concluir: a necessidade do desenvolvimento de outras
competências, que lhes possibilitem realizar outras funções para além da sua especialização, é
sentida por estes com certa premência e sublinham a necessidade dos programas de formação
não se basearem unicamente nas suas perceções, mas sim, valorizar a atribuição de condutas
dos professores e que os professores que lecionam nas escolas.
Este estudo aponta ainda para que os docentes com mais perceção da inclusão é
inversa à classificação dos rankings das escolas onde lecionam.
The current moment of inclusion in education is facing difficulties to maintain and improve inclusive education. It is necessary to propound a transformation so that the right to education will be of and for all. This study seeks to equate the differences and similarities among faculty in the disciplines of Physical Education, Portuguese, Mathematics and ICT, with reference to culture and inclusive policies and in line with the classification of their schools rank in the education system. Was applied as a tool for data collection the questionnaire "Index for Inclusion - Developing learning and participation in schools" (2002), written by Tony Booth and Mel Ainscow, having been polled one hundred and eighty-one teachers of Elementary and Secondary Schools in the municipalities of Lisbon, Amadora and the District of Viana do Castelo . The results were analyzed using the statistical package SPSS (version 20.0). Informatics tool to perform simple or more complex statistical tests and view the results in an accessible form. The perception of teachers, combined with the knowledge and experience of the processes of their formation allows us to conclude that the need to develop other skills, enabling them to perform other functions in addition to its expertise, is felt by those with a certain urgency and stress the need of training programs are not based solely on their perceptions, but rather enhance the allocation of teachers conduct that they teach in schools. This study also indicates that teachers with more perception of inclusion, is inversely proportional to the ranking classification of the schools where they teach.
The current moment of inclusion in education is facing difficulties to maintain and improve inclusive education. It is necessary to propound a transformation so that the right to education will be of and for all. This study seeks to equate the differences and similarities among faculty in the disciplines of Physical Education, Portuguese, Mathematics and ICT, with reference to culture and inclusive policies and in line with the classification of their schools rank in the education system. Was applied as a tool for data collection the questionnaire "Index for Inclusion - Developing learning and participation in schools" (2002), written by Tony Booth and Mel Ainscow, having been polled one hundred and eighty-one teachers of Elementary and Secondary Schools in the municipalities of Lisbon, Amadora and the District of Viana do Castelo . The results were analyzed using the statistical package SPSS (version 20.0). Informatics tool to perform simple or more complex statistical tests and view the results in an accessible form. The perception of teachers, combined with the knowledge and experience of the processes of their formation allows us to conclude that the need to develop other skills, enabling them to perform other functions in addition to its expertise, is felt by those with a certain urgency and stress the need of training programs are not based solely on their perceptions, but rather enhance the allocation of teachers conduct that they teach in schools. This study also indicates that teachers with more perception of inclusion, is inversely proportional to the ranking classification of the schools where they teach.
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Orientação: Luís de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, RANKING DE ESCOLAS, PERCEÇÃO, PROFESSORES, EDUCATION, INCLUSIVE EDUCATION, SCHOOL RANKING, PERCEPTION, TEACHERS