Educação inclusiva : formação em contexto de educadores de infância e professores dos ensinos básico e secundário
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2017
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O sistema educativo português integra no seu seio (quase) todas as crianças,
adolescentes e jovens em idade escolar, designadamente aqueles com necessidades
educativas especiais, de carácter permanente. Esta é uma conquista positiva da nossa
história recente. No entanto, esta situação desafia as escolas a darem uma resposta
de qualidade a todos e cada um dos indivíduos da população estudantil, capaz de
possibilitar o seu desenvolvimento integral, de forma a poderem contribuir para uma
sociedade mais justa, equitativa e democrática. A integração é, na verdade, um passo
em frente, urge agora, a partir do reconhecimento da heterogeneidade, diversidade e
pluralidade de interesses destes estudantes, conseguir efetivar uma educação
verdadeiramente inclusiva que pressuponha a diferenciação pedagógica. Para tal,
educadores e professores necessitam de melhorar o seu desempenho profissional,
promovendo competências pessoais e profissionais assentes no paradigma da
educação inclusiva.
Assim, surgiu a questão geral de investigação que orientou este trabalho de
projeto: que contributo pode dar a equipa da Sala Multifunções para o
desenvolvimento profissional dos educadores/professores do ensino regular na
promoção da educação inclusiva? Para dar resposta a esta questão fez-se uma
revisão da literatura sobre integração e educação inclusiva, necessidades educativas
especiais, diferenciação pedagógica e desenvolvimento profissional docente,
fundamentadora desta investigação.
A nossa reflexão sobre esta problemática e um questionário por escrito com
perguntas abertas permitiram-nos saber a disponibilidade de educadores e
professores para se envolveram na procura das melhores formas de resolução do
problema. Inventariadas as dificuldades, foi também sugerida a forma de as
ultrapassar: uma oficina de formação integrada no contexto em que trabalham
educadores e professores.
Neste sentido, as expectativas sobre os resultados a obter com esta
formação, nomeadamente o impacto desenvolvimental nos seus participantes, são
grandes, na medida em que há um conjunto de interessados em dar o seu contributo
para que a instituição educativa possa responder aos desafios que lhe são colocados.
The portuguese education system integrates within its (almost) all children, adolescents and young people of school age, namely those with permanent special educational needs. This is a positive achievement in our recent history. However, this situation challenges schools to give a quality response to each and every one of the student population, capable of enabling them to develop fully, so that they can contribute to a more just, equitable and democratic society. Integration is, in fact, a step forward, now it is urgent, from the recognition of the heterogeneity, diversity and plurality of interests of these students to achieve a truly inclusive education that presupposes pedagogical differentiation. To this aim, educators and teachers need to improve their professional performance, promoting personal and professional skills based on the inclusive education paradigm. Thus, the general research question that guided this project work emerged: what contribution can the Multifunction Room team give to the professional development of regular educators/teachers in the promotion of inclusive education? In order to answer this question, a review of the integration and inclusive education, special educational needs, literature on pedagogical differentiation and professional teacher development was found. Our reflection on this problem and a written questionnaire with open questions allowed us to know the availability of educators and teachers to get involved in finding the best ways to solve the problem. After an inventory of difficulties, it was also suggested how to overcome them: a training workshop integrated in the context of educators and teachers. In this sense, the expectations about the results to be obtained with this training, namely the developmental impact on its participants, are great, since there is a group of interested parties to contribute so that the educational institution can respond to the challenges that it are placed.
The portuguese education system integrates within its (almost) all children, adolescents and young people of school age, namely those with permanent special educational needs. This is a positive achievement in our recent history. However, this situation challenges schools to give a quality response to each and every one of the student population, capable of enabling them to develop fully, so that they can contribute to a more just, equitable and democratic society. Integration is, in fact, a step forward, now it is urgent, from the recognition of the heterogeneity, diversity and plurality of interests of these students to achieve a truly inclusive education that presupposes pedagogical differentiation. To this aim, educators and teachers need to improve their professional performance, promoting personal and professional skills based on the inclusive education paradigm. Thus, the general research question that guided this project work emerged: what contribution can the Multifunction Room team give to the professional development of regular educators/teachers in the promotion of inclusive education? In order to answer this question, a review of the integration and inclusive education, special educational needs, literature on pedagogical differentiation and professional teacher development was found. Our reflection on this problem and a written questionnaire with open questions allowed us to know the availability of educators and teachers to get involved in finding the best ways to solve the problem. After an inventory of difficulties, it was also suggested how to overcome them: a training workshop integrated in the context of educators and teachers. In this sense, the expectations about the results to be obtained with this training, namely the developmental impact on its participants, are great, since there is a group of interested parties to contribute so that the educational institution can respond to the challenges that it are placed.
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Orientação: Roque Rodrigues Antunes
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, DIFERENCIAÇÃO PEDAGÓGICA, DESENVOLVIMENTO PROFISSIONAL, PROFESSORES, ESTUDOS DE CASO, EDUCATION, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, PEDAGOGICAL DIFFERENTIATION, PROFESSIONAL DEVELOPMENT, TEACHERS, CASE STUDIES