A Política nacional de educação especial para a inclusão escolar em Angola : perceções dos implicados no processo
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Data
2021
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University of Lusophone Humanities and Technology
Resumo
A necessidade de garantir um ensino de qualidade e acessível a todos os alunos levou a que os Estados procurassem criar políticas direcionadas ao ensino inclusivo, mediante ratificação de convenções internacionais ou aprovação de legislação oficial a nível do ordenamento jurídico interno. A exequibilidade dessas políticas nem sempre se afigura fácil, defrontando-se os sujeitos na sua implementação com vários obstáculos, muitos deles não previstos aquando da configuração das políticas. O presente trabalho visa pesquisar o processo de implementação da Política Nacional de Educação Especial Orientada para a Inclusão Escolar em Angola recorrendo ao protocolo dos 5 C de Brynard. Mediante pesquisa bibliográfica e documental, investigou-se o conceito e as práticas de educação inclusiva bem como as leis em torno da Política Nacional de Educação Especial Orientada para a Inclusão Escolar vigente em Angola. Através de entrevistas examinou-se o processo de implementação da política de acordo com a perspetiva de Encarregados de educação de alunos com deficiência (1), de Professores (1), Diretores (1) e representantes do Instituto Nacional de Educação Especial (1). Esta investigação permitiu constatar que o quadro legislativo em vigor em Angola está em consonância com os normativos internacionais sobre a matéria. As perceções dos entrevistados permitiram concluir sobre a necessidade de se proceder a uma fiscalização mais minuciosa do cumprimento dos objetivos da referida política, de se investir mais em recursos físicos e humanos, garantir um maior envolvimento da sociedade e problematizar/discutir, de forma constante, a temática da educação inclusiva, de modo a ser bem compreendida. Palavras chave: educação inclusiva; política educativa; Angola.
The need to guarantee quality and accessible education for all students has led States to seek the creation of policies targeted at inclusive education, through ratification of international conventions or the approval of official legislation in the domestic legal system. The feasibility of these policies does not always seem easy, as the subjects involved in their implementation face several obstacles, many of which were not foreseen when configuring the policies. The present work aims to research the process of implementing the National Policy on Special Education Oriented to School Inclusion in Angola, according to the Brynard 5 C protocol. Through bibliographic and documentary research, we will try to describe the concept and practices of inclusive education as well as the laws surrounding the national special education policy in force in Angola. Through interviews, the aim is to analyze the process of implementing policy according to the perspective of those responsible for the education of disabled students (1), teachers (1), principals (1) and representatives of the National Institute Special Education (1). This investigation showed that the legislative framework in force in Angola is in line with international regulations on the matter. The interviewees’ perceptions allowed us to conclude that was a need to carry out a more thorough inspection of the fulfillment of the policy’s objectives, invest more in physical and human resources, ensure greater involvement of society, and constantly problematize/discuss about the theme of inclusive education in a constant way to be better understood.
The need to guarantee quality and accessible education for all students has led States to seek the creation of policies targeted at inclusive education, through ratification of international conventions or the approval of official legislation in the domestic legal system. The feasibility of these policies does not always seem easy, as the subjects involved in their implementation face several obstacles, many of which were not foreseen when configuring the policies. The present work aims to research the process of implementing the National Policy on Special Education Oriented to School Inclusion in Angola, according to the Brynard 5 C protocol. Through bibliographic and documentary research, we will try to describe the concept and practices of inclusive education as well as the laws surrounding the national special education policy in force in Angola. Through interviews, the aim is to analyze the process of implementing policy according to the perspective of those responsible for the education of disabled students (1), teachers (1), principals (1) and representatives of the National Institute Special Education (1). This investigation showed that the legislative framework in force in Angola is in line with international regulations on the matter. The interviewees’ perceptions allowed us to conclude that was a need to carry out a more thorough inspection of the fulfillment of the policy’s objectives, invest more in physical and human resources, ensure greater involvement of society, and constantly problematize/discuss about the theme of inclusive education in a constant way to be better understood.
Descrição
Palavras-chave
INCLUSÃO ESCOLAR, ANGOLA, EDUCAÇÃO, POLÍTICA EDUCATIVA, EDUCAÇÃO ESPECIAL, SCHOOL INCLUSION, EDUCATION, EDUCATIONAL POLICY, SPECIAL EDUCATION, SDG 10 - Reduced Inequalities
Citação
Sanches, I R & Soares, S 2021, 'A Política nacional de educação especial para a inclusão escolar em Angola : perceções dos implicados no processo', Revista Lusófona de Educação, vol. 54, no. 54, pp. 119-135. https://doi.org/10.24140/issn.1645-7250.rle54.08