Escola inclusiva e comunidade local : um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária
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2013
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Os Territórios educativos de intervenção prioritária foram criados no ano de 1996. Esta medida educativa assentava em medidas de discriminação positiva direcionadas para uma área geográfica carenciada que continha diferentes estabelecimentos de ensino que se procuravam articular entre si, assegurando o percurso escolar dos alunos. Entendidos como uma medida educativa de cariz compensatório de combate à exclusão social, os TEIP apesar dos constrangimentos e limitações têm-se afirmado com uma resposta positiva que contempla alguns caminhos de inclusão.
Neste contexto, a tese Escola Inclusiva e Comunidade Local- Um estudo sobre as parcerias e os museus num território educativo de intervenção prioritária analisa os contributos das parcerias educativas e das ações desenvolvidas com os museus num território Educativo de Intervenção Prioritária. (TEIP) situado no concelho de Oeiras, área metropolitana de Lisboa.
Ao longo de três anos letivos, 2006 a 2009, anos de implementação do programa TEIP2, realizou-se um estudo de caso, assente na conjugação de metodologias qualitativas e quantitativas, numa lógica analítica que se baseou no paradigma compreensivo.
Como conclusão, a análise dos dados indiciou o papel renovador e de agente de mudança das parcerias educativas e o caráter inclusivo de algumas ações educativas praticadas com os museus. A interligação entre o Agrupamento TEIP, as parcerias e os museus evidenciou novas redes de relações onde se afirmam interfaces catalisadoras para a construção de importantes dimensões de inclusão.
Educational priority intervention territories (TEIPs) were created in 1996. This educational measure was based on positive discrimination measures addressed to a deprived area with several schools that sought to coordinate with each other, ensuring the students’ school career. In spite of constraints and limitations, TEIPs, which are considered a compensatory educational measure against social exclusion, have acquired an increasingly prominent role with a positive response that includes a range of inclusion systems. In this context, the thesis Inclusive School and Local Community - A Study on Partnerships and Museums on a Priority Intervention Educative Territory examines the contributions of educational partnerships and actions carried out with museums on an Educational Priority Intervention Territory (TEIP) located in the municipality of Oeiras, Greater Lisbon area. Over the course of three school years, 2006 to 2009, in which the TEIP2 programme was implemented, a case study combining qualitative and quantitative methodologies was conducted using an analytical logic based on the comprehensive paradigm. In conclusion, the analysis of the data obtained gave evidence of the renewing and change agent role of educational partnerships and the inclusive nature of some educational activities carried out with museums. The interconnection between TEIP Grouping, partnerships and museums showed new relationship networks where catalyst interfaces for the construction of important dimensions of inclusion are established.
Educational priority intervention territories (TEIPs) were created in 1996. This educational measure was based on positive discrimination measures addressed to a deprived area with several schools that sought to coordinate with each other, ensuring the students’ school career. In spite of constraints and limitations, TEIPs, which are considered a compensatory educational measure against social exclusion, have acquired an increasingly prominent role with a positive response that includes a range of inclusion systems. In this context, the thesis Inclusive School and Local Community - A Study on Partnerships and Museums on a Priority Intervention Educative Territory examines the contributions of educational partnerships and actions carried out with museums on an Educational Priority Intervention Territory (TEIP) located in the municipality of Oeiras, Greater Lisbon area. Over the course of three school years, 2006 to 2009, in which the TEIP2 programme was implemented, a case study combining qualitative and quantitative methodologies was conducted using an analytical logic based on the comprehensive paradigm. In conclusion, the analysis of the data obtained gave evidence of the renewing and change agent role of educational partnerships and the inclusive nature of some educational activities carried out with museums. The interconnection between TEIP Grouping, partnerships and museums showed new relationship networks where catalyst interfaces for the construction of important dimensions of inclusion are established.
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Orientação: Mário Caneva Moutinho
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, MUSEOLOGIA, EDUCAÇÃO INCLUSIVA, ESCOLAS, MUSEUS, INCLUSÃO ESCOLAR, PARCERIA SOCIAL, EDUCATION, MUSEOLOGY, INCLUSIVE EDUCATION, SCHOOLS, SCHOOL INCLUSION, SOCIAL PARTNERSHIP