A interação entre os docentes de educação especial e os docentes titulares de turma nas perspetivas de atores educativos de escolas do Funchal
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2017
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A diferenciação do ensino e aprendizagem nas escolas do 1º ciclo, tem registado uma evolução
significativa, no que se refere às crianças com necessidades educativas especiais (NEE). As
mudanças, focalizadas na sala de aula e na gestão democrática das escolas, visam sobretudo
mais inclusão e mais qualidade. Em conformidade, o objetivo geral deste estudo incide em
analisar a interação entre os docentes de Educação Especial e os docentes titulares de
turma, de escolas de 1º ciclo, do concelho do Funchal. A abordagem metodológica, de natureza
qualitativa, recorreu a fontes e instrumentos de recolha de dados qualitativos e quantitativos,
no contexto de escolas do 1º ciclo selecionadas no Funchal. Assim, foram realizadas 15
entrevistas a diretores de escola e ao coordenador do Centro de Apoio Psicopedagógico (CAP).
Paralelamente, foram aplicados inquéritos por questionário a 82 docentes titulares de turma e a
41 docentes especializados em educação especial. Os resultados destacaram os efeitos positivos
na inclusão de alunos com NEE, com relevo para a motivação, a interação e o trabalho
cooperativo entre os docentes especializados em educação especial e os docentes titulares de
turma. Além disso, segundo as perceções analisadas, o trabalho desenvolvido entre estes
profissionais potenciou o envolvimento da comunidade educativa. Constatou-se ainda que, a
liderança do/a Diretor/a de escola, que dinamiza e motiva a sua equipa para um trabalho
cooperativo de qualidade, com aplicação de estratégias diferenciadas que promovam uma
escola inclusiva favorecendo efetivamente a inclusão dos alunos com NEE.
The differentiation of teaching and learning in the 1st cycle schools has shown a significant evolution for children with special educational needs (SEN). The changes, focused on the classroom and the democratic management of schools, aim above all for more integration and more quality. Accordingly, the general objective of this study is to analyze the interaction between the Special Education teachers and the classroom teachers of the 1st cycle schools in the city of Funchal. The methodological approach, of a qualitative nature, uses sources and instruments to collect qualitative and quantitative results of the 1st cycle schools selected in Funchal. Thus, 15 interviews were conducted with school principals and the coordinator of the Psychopedagogical Support Center (CAP). At the same time, questionnaires were administered to 82 classroom teachers and 41 teachers specialized in special education. The results highlight the positive effects in the inclusion of students with SEN, based on motivation, interaction and cooperative work between special education teachers and class teachers. In addition, according to the analyzed perceptions, the work developed among these professionals strengthens the involvement of the educational community. It is also noted that the leadership of the School Director effectively promotes the inclusion of pupils with SEN in relation to the CAP coordinator, who invigorates and motivates his team to a quality cooperative work.
The differentiation of teaching and learning in the 1st cycle schools has shown a significant evolution for children with special educational needs (SEN). The changes, focused on the classroom and the democratic management of schools, aim above all for more integration and more quality. Accordingly, the general objective of this study is to analyze the interaction between the Special Education teachers and the classroom teachers of the 1st cycle schools in the city of Funchal. The methodological approach, of a qualitative nature, uses sources and instruments to collect qualitative and quantitative results of the 1st cycle schools selected in Funchal. Thus, 15 interviews were conducted with school principals and the coordinator of the Psychopedagogical Support Center (CAP). At the same time, questionnaires were administered to 82 classroom teachers and 41 teachers specialized in special education. The results highlight the positive effects in the inclusion of students with SEN, based on motivation, interaction and cooperative work between special education teachers and class teachers. In addition, according to the analyzed perceptions, the work developed among these professionals strengthens the involvement of the educational community. It is also noted that the leadership of the School Director effectively promotes the inclusion of pupils with SEN in relation to the CAP coordinator, who invigorates and motivates his team to a quality cooperative work.
Descrição
Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DOCÊNCIA, MOTIVAÇÃO, APRENDIZAGEM COOPERATIVA, EDUCAÇÃO INCLUSIVA, ESCOLAS, ESTUDOS DE CASO, FUNCHAL, EDUCATION, SPECIAL EDUCATION, TEACHING, MOTIVATION, COOPERATIVE LEARNING, INCLUSIVE EDUCATION, SCHOOLS, CASE STUDIES, FUNCHAL