Práticas educativas inclusivas dos educadores de infância do movimento da escola moderna
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2015
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A inclusão é um tema central no âmbito dos discursos sociopolíticos e científicos, tanto a nível nacional como internacional. Sendo consensual que a educação inclusiva é uma questão de equidade e, consequentemente, uma questão de qualidade com impacto em todos os alunos. O seu agente principal é o professor pois mediante as suas práticas constrói ambientes educativos inclusivos. Esta investigação pretende analisar as práticas inclusivas dos educadores de infância que adotam o modelo pedagógico do Movimento da Escola Moderna, e que definem a escola como uma comunidade de aprendizagens, ancorada na prática democrática do aprender e do ensinar e numa organização cooperada do trabalho escolar. Metodologicamente, este estudo é de natureza quantitativa e tem um cariz comparativo e técnica de recolha de dados foi o inquérito por questionário. Através deste estudo concluímos que as práticas educativas inclusivas dos educadores de infância que aplicam o MEM diferem significativamente das práticas educativas inclusivas dos educadores de infância que não aplicam o MEM; nomeadamente ao nível da planificação, da participação, do envolvimento, da cooperação, da avaliação, da partilha do poder, da gestão das diferenças e do trabalho colaborativo.
Inclusion is a central theme in the context of socio-political and scientific speech, both nationally and internationally. It is agreed that inclusive education is a matter of equity and consequently a quality issue with an impact on all students. Its main agent is the teacher because through their practices build inclusive educational environments. This research aims to analyze the inclusive practices of kindergarten teachers who adopt the pedagogical model of the Modern School Movement (MSM), which define the school as a community of learning, anchored in democratic practice of learning and teaching and a cooperative organization of school work. Methodologically, this study is quantitative and has a comparative nature and data collection technique was the survey. Through this study we conclude that inclusive educational practices of kindergarten teachers applying MSM differ significantly from the inclusive educational practices of kindergarten teachers not applying the MSM; particularly in terms of planning, participation, involvement, cooperation, evaluation, sharing of power, handling differences and collaborative work.
Inclusion is a central theme in the context of socio-political and scientific speech, both nationally and internationally. It is agreed that inclusive education is a matter of equity and consequently a quality issue with an impact on all students. Its main agent is the teacher because through their practices build inclusive educational environments. This research aims to analyze the inclusive practices of kindergarten teachers who adopt the pedagogical model of the Modern School Movement (MSM), which define the school as a community of learning, anchored in democratic practice of learning and teaching and a cooperative organization of school work. Methodologically, this study is quantitative and has a comparative nature and data collection technique was the survey. Through this study we conclude that inclusive educational practices of kindergarten teachers applying MSM differ significantly from the inclusive educational practices of kindergarten teachers not applying the MSM; particularly in terms of planning, participation, involvement, cooperation, evaluation, sharing of power, handling differences and collaborative work.
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Orientação: Nora Cavaco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, PRÁTICAS EDUCATIVAS, EDUCADORES DE INFÂNCIA, EDUCATION, INCLUSIVE EDUCATION, EDUCATIONAL PRACTICES, EARLY CHILDHOOD TEACHERS