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Atitudes dos professores na inclusão dos alunos com necessidades educativas especiais nas atividades artísticas extraescolares
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| 1.18 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Entendendo a Escola Inclusiva como promotora do equilíbrio de oportunidades de aprendizagem para todas as crianças e considerando que as instituições de ensino deverão ajustar-se às problemáticas e necessidades das mesmas, pretende-se com este estudo, aferir as atitudes, fragilidades e necessidades dos docentes participantes neste âmbito, verificando de que forma é possível superar as lacunas existentes. Para o efeito, realizou-se uma investigação de cariz Qualitativo. A recolha de dados foi realizada através de dois Focus Group no qual participaram dez docentes (cinco em cada grupo). Estes grupos foram constituídos por professores das áreas da Música, do Teatro e da Dança, que têm ou já tiveram contacto com crianças com Necessidades Educativas Especiais (NEE). Aos dados obtidos foi realizada uma análise de conteúdo, e conclui-se que os docentes valorizam a inclusão, existindo mais-valias tanto para as crianças com NEE, como para as que não as têm, sendo que as maiores fragilidades surgem com a necessidade de um acompanhamento por um docente formado na área da Educação Especial. É referido ainda pelos participantes como fragilidade, a falta de formação. Esta formação refere-se tanto à inicial como à contínua, através da qual, na sua opinião, obteriam conhecimentos para lidar com as inseguranças e dificuldades. Face a estes resultados propõe-se a realização de uma ação de formação para que os docentes possam adquirir conhecimentos e competências pedagógicas que resultem na mudança de atitudes e de práticas educativas. Deste modo, espera-se que os docentes em causa possam estar mais bem preparados para assumirem um papel determinante na promoção de uma educação inclusiva, ao nível das artes.
Understanding the Inclusive School as a promoter of the balance of learning opportunities for all children and that educational institutions should adjust to the problems and needs of these, it is intended with this study to assess the attitudes, weaknesses and needs of the participating teachers in this context, by checking how the existing gaps can be overcome. For this purpose, a qualitative investigation was carried out. The data collection was carried out through two Focus Group in which 10 teachers participated (5 in each group). These groups were made up of teachers from the areas of Music, Theater and Dance, who have or have had contact with children with special educational needs (SEN). To the data obtained, a content analysis was performed, and it was concluded that the teachers value inclusion, adding value to both children with SEN and to those who do not, and the greatest fragilities arise with the need to an accompaniment by a teacher trained in the area of Special Education. It is also mentioned by the participants as fragility, lack of training. This training refers to both the initial and the continuing, through which, in his opinion, they would obtain knowledge to deal with the insecurities and difficulties. In view of these results, it is proposed to carry out a training action so that teachers can acquire pedagogical knowledge and skills that result in a change in attitudes and educational practices. It is hoped, therefore, that the teachers concerned may be better prepared to play a leading role in promoting inclusive education at the arts level.
Understanding the Inclusive School as a promoter of the balance of learning opportunities for all children and that educational institutions should adjust to the problems and needs of these, it is intended with this study to assess the attitudes, weaknesses and needs of the participating teachers in this context, by checking how the existing gaps can be overcome. For this purpose, a qualitative investigation was carried out. The data collection was carried out through two Focus Group in which 10 teachers participated (5 in each group). These groups were made up of teachers from the areas of Music, Theater and Dance, who have or have had contact with children with special educational needs (SEN). To the data obtained, a content analysis was performed, and it was concluded that the teachers value inclusion, adding value to both children with SEN and to those who do not, and the greatest fragilities arise with the need to an accompaniment by a teacher trained in the area of Special Education. It is also mentioned by the participants as fragility, lack of training. This training refers to both the initial and the continuing, through which, in his opinion, they would obtain knowledge to deal with the insecurities and difficulties. In view of these results, it is proposed to carry out a training action so that teachers can acquire pedagogical knowledge and skills that result in a change in attitudes and educational practices. It is hoped, therefore, that the teachers concerned may be better prepared to play a leading role in promoting inclusive education at the arts level.
Description
Keywords
Inclusão Artes Educação Atitudes Fragilidades Necessidades Inclusion Arts Education Attitudes Fragilities Needs