As dificuldades sentidas pelos professores de História e Geografia do 3ºciclo do Ensino Básico no processo de ensino-aprendizagem dos alunos com necessidades educativas especiais
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2014
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A presente investigação visa abordar as dificuldades, perceções, atitudes e comportamentos sentidos pelos professores das disciplinas de História e Geografia do 3ºCiclo do Ensino Básico no processo de ensino-aprendizagem dos alunos com Necessidades Educativas Especiais.
Nos últimos anos, a escola inclusiva tem ganho terreno, tendo a escola, pública ou privada, a missão de acolher todos os jovens da sociedade, respeitando as suas diferenças individuais e atenuando as desigualdades de partida. No entanto, existe um conjunto de limitações que dificulta a eficaz implementação das políticas educativas e que dependem da organização da escola, dos recursos humanos disponíveis, do currículo das disciplinas, ou mesmo dos recursos materiais. Verifica-se, no entanto, que alguns fatores são determinantes para o sucesso de algumas soluções que derivam do diagnóstico das problemáticas encontradas, da experiência de ensino dos professores com os diferentes tipos de problemas dos alunos, bem como o fator de identificação com o estabelecimento de ensino.
Nesta perspetiva e considerando que a escola regular deve acolher nas turmas os alunos com necessidades especiais, é objetivo desta investigação, através da aplicação de entrevistas a professores das disciplinas de História e Geografia verificar quais as dificuldades, perceções, atitudes e comportamentos sentidos pelos mesmos, quer na organização do processo de ensino, quer na condução e avaliação das aprendizagens destes alunos.
Assim, os resultados obtidos apontam no sentido dos professores sentirem como principais dificuldades à sua prática pedagógica, alguma falta de empenho por parte das alunas com Necessidades Educativas Especiais por não conseguirem atingir as expetativas traçadas, lentidão que se reflete num menor ritmo de trabalho da turma e a necessidade de atenuar as diferenças face ao grupo turma, por vezes, evidentes. A maior dificuldade focada pelos professores traduz-se na falta de formação na temática abordada colmatada diariamente com a partilha de experiências.
This master thesis proposal aims to investigate the difficulties felt by History and Geography classes teachers of the 3º cycle of Basic School in the teaching-learning process of students with Special Educational Needs. In the last few years, inclusive school has gained terrain, having mainstream school, public or private, the mission to welcome youth, respecting their individual differences and attenuating starting point inequalities. Nonetheless, there is a set of limitations that makes effective implementation of educational policies difficult and that depend of school organization, available human resources, class curriculum, or even material resources. It is, however, verified that some factors are determinant to the success of a few solutions that derive from the diagnosis of verified problematics, teachers’ teaching experience with the different types of student issues, as well as the identification factor with the education establishment. In this perspective and considering that the mainstream school should welcome in their classes the students with special needs, it is the objective of this research, through the application of interviews to History and Geography classes teachers, to verify which difficulties they experience, both in the organization of the teaching process, and in the execution and evaluation of the learning of these students. In this way, the obtained results point in the direction of teachers experiencing as main difficulties to their pedagogical practice, some lack of interest by female students with Special Educational Needs by not being able to meet the outlined expectations, slowness that is reflected in a lower work rhythm of the class and the need to attenuate the differences in relation to the class group, sometimes, evident. The greatest difficulty expressed by teachers relates to the lack of training in the approached subject tackled with experience exchange.
This master thesis proposal aims to investigate the difficulties felt by History and Geography classes teachers of the 3º cycle of Basic School in the teaching-learning process of students with Special Educational Needs. In the last few years, inclusive school has gained terrain, having mainstream school, public or private, the mission to welcome youth, respecting their individual differences and attenuating starting point inequalities. Nonetheless, there is a set of limitations that makes effective implementation of educational policies difficult and that depend of school organization, available human resources, class curriculum, or even material resources. It is, however, verified that some factors are determinant to the success of a few solutions that derive from the diagnosis of verified problematics, teachers’ teaching experience with the different types of student issues, as well as the identification factor with the education establishment. In this perspective and considering that the mainstream school should welcome in their classes the students with special needs, it is the objective of this research, through the application of interviews to History and Geography classes teachers, to verify which difficulties they experience, both in the organization of the teaching process, and in the execution and evaluation of the learning of these students. In this way, the obtained results point in the direction of teachers experiencing as main difficulties to their pedagogical practice, some lack of interest by female students with Special Educational Needs by not being able to meet the outlined expectations, slowness that is reflected in a lower work rhythm of the class and the need to attenuate the differences in relation to the class group, sometimes, evident. The greatest difficulty expressed by teachers relates to the lack of training in the approached subject tackled with experience exchange.
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Orientação: Fernanda Veiga Gomes
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EDUCAÇÃO, MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO, NECESSIDADES EDUCATIVAS ESPECIAIS, INCLUSÃO ESCOLAR, PROFESSORES, ENSINO DE GEOGRAFIA, ENSINO DA HISTÓRIA, PROCESSO DE ENSINO-APRENDIZAGEM, EDUCATION, SPECIAL EDUCATIONAL NEEDS, SCHOOL INCLUSION, TEACHERS, HISTORY TEACHING, GEOGRAPHY TEACHING, TEACHING-LEARNING PROCESS