Escola inclusiva: que formação de professores?
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2010
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Edições Universitárias Lusófonas
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A inclusão, entendida como educação inclusiva, apela ao desempenho de actividades e de tarefas por parte da comunidade escolar que se revestem de alguma complexidade, sobretudo quando estamos em presença de alunos com necessidades educativas especiais complexas.
Falar de inclusão pressupõe considerar a escola como um lugar privilegiado de interacção de políticas, de culturas e de práticas de aprendizagens significativas, baseadas na cooperação e na diferenciação inclusiva, de modo a que o sucesso para todos e com todos os alunos, respeitando a sua diversidade física, racial ou religiosa, possa ser uma realidade. Nesse sentido, a inclusão implica que as escolas se organizem para responder à população que atendem.
Esta organização depende, naturalmente, de dispositivos legislativos, mas é necessário, indiscutivelmente, que as escolas sejam capazes de articular respostas capazes entre os diferentes actores que intervêm no processo dos alunos, alguns dos quais nem sempre pertencem ao âmbito da educação.
A formação de professores, neste contexto, reveste-se, assim, da maior importância, desde que tenha em conta as suas preocupações, as suas dificuldades e as próprias expectativas quanto às respostas que for capaz de ajudar a equacionar.
Inclusion, in the sense of inclusive education, calls for carrying out complex activities and tasks by the school community while facing pupils with complex special education needs. To address inclusion one must take school as the unique place where an interaction of policies, cultures and significant learning practices, based on cooperation and inclusive differentiation, is geared to achieve success for all and with all the students while respecting their physical, racial or religious diversity. Inclusion, as such, implies that schools should (re)organize to cope with their attending population. (Re)organization must obviously take into account legislation guidelines and constraints. It is however imperative that schools adequately aim to articulate the different performers facing the students, including non-education professionals, towards providing capable answers. Training of teachers is of paramount importance to achieve this purpose and for better effectiveness it should take into account the trainees worries, difficulties and own expectations regarding the answers they will be asked to help equate.
Inclusion, in the sense of inclusive education, calls for carrying out complex activities and tasks by the school community while facing pupils with complex special education needs. To address inclusion one must take school as the unique place where an interaction of policies, cultures and significant learning practices, based on cooperation and inclusive differentiation, is geared to achieve success for all and with all the students while respecting their physical, racial or religious diversity. Inclusion, as such, implies that schools should (re)organize to cope with their attending population. (Re)organization must obviously take into account legislation guidelines and constraints. It is however imperative that schools adequately aim to articulate the different performers facing the students, including non-education professionals, towards providing capable answers. Training of teachers is of paramount importance to achieve this purpose and for better effectiveness it should take into account the trainees worries, difficulties and own expectations regarding the answers they will be asked to help equate.
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EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, NECESSIDADES DE FORMAÇÃO, TRAINING NEEDS, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION