Um projeto de formação interpares de professores de alunos com necessidades educativas especiais
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2012
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Dada a grande diversidade de alunos que frequentam a escola atual, cada vez mais se espera dos professores uma maior abrangência nas suas competências profissionais, para que possam responder adequadamente às exigências que se lhes colocam. Contudo, a inclusão de todos os alunos nas salas de aula, englobando aqueles que têm necessidades educativas especiais, representa ainda e em geral um desafio para muitos dos docentes.
Em linha com esta realidade, coloca-se-nos a questão: que abordagem de formação proporciona os conhecimentos, capacidades e atitudes necessárias aos professores de alunos com necessidades educativas especiais, para que contribuam de forma eficaz para a inclusão escolar destes alunos? Correia (2008) sublinha que há necessidade de preparar os professores para as funções e responsabilidades que a escola inclusiva exige, através da implementação de um modelo de formação contínua planificado de acordo com as necessidades dos professores e da escola.
Conscientes desta necessidade, apresentamos um projeto de formação que tem, como campo de análise, a formação de professores centrada na escola e ancorada na colaboração e supervisão interpares, que visa compreender a relação entre o processo de formação em contexto colaborativo, o desenvolvimento profissional dos professores de alunos com necessidades educativas especiais e a eficácia da inclusão escolar destes alunos. Pretendem-se alcançar estes objetivos, através da implementação de uma oficina de formação ancorada na experiência dos intervenientes, baseada na reflexão sobre as práticas, focalizada nos problemas correntes, e realizada a partir dum trabalho de equipa e de partilha coletiva.
A expetativa sobre os resultados a obter com esta formação, nomeadamente o impacto desenvolvimental nos seus participantes, é grande. Baseia-se no trabalho empírico levado a cabo, o qual consistiu numa entrevista aos docentes de educação especial de um Agrupamento de Escolas e na análise do relatório elaborado pela Inspeção Geral de Educação, resultante da Avaliação Externa desse mesmo Agrupamento. Os principais resultados deste trabalho apontam no sentido da disponibilidade por parte dos docentes para participarem numa oficina de formação, para a necessidade de aprofundamento dos conhecimentos sobre inclusão, para o desenvolvimento de atividades que fomentem a partilha e a colaboração, e para a prática da supervisão pedagógica enquanto estratégia promotora do desenvolvimento profissional e do sucesso educativo.
Given the great diversity of students who attend today’s school, it’s increasingly expected from teachers a bigger coverage in their professional skills, so that they can respond adequately to the demands they face. However, the inclusion of all students in the classrooms, encompassing those who present special educational needs, is still and in general a challenge for many teachers. In line with this reality, it poses us the question: what approach to education provides the knowledge, skills and attitudes necessary for teachers of students with special educational needs, so that they can contribute effectively for the school inclusion of these students? Correia (2008) underlines the necessity to prepare teachers for roles and responsibilities that the inclusive school requires, through implementation of a continuous education model planned according to the needs of both teachers and the school. Aware of this need, we present an education project which has, as its analysis object, the education of teachers focused on the school and anchored in the collaboration and peer supervision, which aims to understand the relationship between the education process in a collaborative context, the professional development of teachers of students with special educational needs and the effectiveness of school inclusion of these students. It’s intended to achieve these objectives, through the implementation of an education workshop anchored on the experience of stakeholders, based on the reflection on practices, focused on daily problems, and achieved through teamwork and collective sharing. The expectation about the results to achieve with this education, mainly on the development impact on its participants, is great. It’s based on the empiric work carried out, which consisted of an interview with special education teachers of a School Cluster and the analysis of the report by the General Education Inspection, resulting from the External Evaluation of that same Cluster. The main results of this work point to the willingness of teachers to take part in a workshop, to the need of increased knowledge about inclusion, to the development of activities that foster sharing and collaboration, and to the practice of pedagogical supervision as a strategy to promote professional development and educative success.
Given the great diversity of students who attend today’s school, it’s increasingly expected from teachers a bigger coverage in their professional skills, so that they can respond adequately to the demands they face. However, the inclusion of all students in the classrooms, encompassing those who present special educational needs, is still and in general a challenge for many teachers. In line with this reality, it poses us the question: what approach to education provides the knowledge, skills and attitudes necessary for teachers of students with special educational needs, so that they can contribute effectively for the school inclusion of these students? Correia (2008) underlines the necessity to prepare teachers for roles and responsibilities that the inclusive school requires, through implementation of a continuous education model planned according to the needs of both teachers and the school. Aware of this need, we present an education project which has, as its analysis object, the education of teachers focused on the school and anchored in the collaboration and peer supervision, which aims to understand the relationship between the education process in a collaborative context, the professional development of teachers of students with special educational needs and the effectiveness of school inclusion of these students. It’s intended to achieve these objectives, through the implementation of an education workshop anchored on the experience of stakeholders, based on the reflection on practices, focused on daily problems, and achieved through teamwork and collective sharing. The expectation about the results to achieve with this education, mainly on the development impact on its participants, is great. It’s based on the empiric work carried out, which consisted of an interview with special education teachers of a School Cluster and the analysis of the report by the General Education Inspection, resulting from the External Evaluation of that same Cluster. The main results of this work point to the willingness of teachers to take part in a workshop, to the need of increased knowledge about inclusion, to the development of activities that foster sharing and collaboration, and to the practice of pedagogical supervision as a strategy to promote professional development and educative success.
Descrição
Orientação: Ana Paula Silva ;
co-orientação: Roque Rodrigues Antunes
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO ESPECIAL, FORMAÇÃO DE PROFESSORES, PEDAGOGIA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, SUPERVISÃO PEDAGÓGICA, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, TEACHERS EDUCATION, PEDAGOGY, PEDAGOGICAL SUPERVISION, SCHOOL INCLUSION