Como tornar a educação mais inclusiva? : Perspetivas de quatro docentes de educação especial sobre as suas experiências profissionais
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A Educação Inclusiva em Portugal tem avançado significativamente, com destaque para o Decreto-Lei n.º 54/2018, relativo ao Regime Jurídico da Educação Inclusiva, e o Decreto-Lei n.º 55/2018, que destina mais autonomia e flexibilidade curricular às escolas. Estes diplomas reforçam a inclusão e a equidade na educação, alinhando-se com importantes marcos teóricos internacionais. Este estudo procurou analisar a implementação do Decreto-Lei n.º 54/2018 na perspetiva de quatro Docentes de Educação Especial. Por meio de entrevistas semiestruturadas em profundidade, os docentes relataram os seus cotidianos nas escolas, identificando barreiras e facilitadores ao processo de tornar a educação mais inclusiva. Segundo as suas perspetivas, o DL n.º 54/2018 veio permitir um suporte mais personalizado aos alunos com dificuldades; as formações em serviço têm capacitado sobretudo os Docentes de Educação Especial para lidar com a diversidade; assim como a colaboração interprofissional tem gerado respostas mais integradas e culturas escolares mais inclusivas. Contudo, afirmam que persistem desafios, como o desconhecimento da legislação, a resistência à mudança por alguns docentes, a articulação ineficaz entre atores educativos e a sobrecarga burocrática, limitando os efeitos positivos que a implementação desse regime jurídico poderia ter em todos os alunos.
Inclusive Education in Portugal has made significant progress, particularly with the enactment of Decree-Law No. 54/2018, which establishes the Legal Framework for Inclusive Education, and Decree-Law No. 55/2018, which grants schools greater curricular autonomy and flexibility. These legal instruments reinforce inclusion and equity in education, aligning with major international theoretical frameworks. This study aimed to analyze the implementation of Decree-Law No. 54/2018 from the perspective of four Special Education Teachers. Through in-depth semi-structured interviews, the teachers described their daily practices in schools, identifying both barriers and facilitators in the process of making education more inclusive. According to their perspectives, Decree-Law No. 54/2018 has enabled more personalized support for students experiencing difficulties; in-service training has especially empowered Special Education Teachers to better address diversity; and interprofessional collaboration has resulted in more integrated responses and more inclusive school cultures. However, they report that challenges remain, such as a lack of awareness of the legislation, resistance to change by some teachers, ineffective coordination among educational stakeholders, and excessive bureaucratic demands, which limit the positive effects that the implementation of this legal framework could have for all pupils.
Inclusive Education in Portugal has made significant progress, particularly with the enactment of Decree-Law No. 54/2018, which establishes the Legal Framework for Inclusive Education, and Decree-Law No. 55/2018, which grants schools greater curricular autonomy and flexibility. These legal instruments reinforce inclusion and equity in education, aligning with major international theoretical frameworks. This study aimed to analyze the implementation of Decree-Law No. 54/2018 from the perspective of four Special Education Teachers. Through in-depth semi-structured interviews, the teachers described their daily practices in schools, identifying both barriers and facilitators in the process of making education more inclusive. According to their perspectives, Decree-Law No. 54/2018 has enabled more personalized support for students experiencing difficulties; in-service training has especially empowered Special Education Teachers to better address diversity; and interprofessional collaboration has resulted in more integrated responses and more inclusive school cultures. However, they report that challenges remain, such as a lack of awareness of the legislation, resistance to change by some teachers, ineffective coordination among educational stakeholders, and excessive bureaucratic demands, which limit the positive effects that the implementation of this legal framework could have for all pupils.