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Alunos com Trissomia 21: a analogia escola/família na inclusão de alunos a frequentar o 1º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_43251 | 3.34 MB | Adobe PDF |
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Abstract(s)
A escola e a família desempenham um papel importante e preponderante no acompanhamento aos alunos com Trissomia 21 (T21), sendo considerados como os principais potenciadores do desenvolvimento no processo de ensino e aprendizagem. Ostentando que a relação escola/família, na vida escolar, ainda não está suficientemente fortalecida na vida diária dos respetivos intervenientes, consideramos pertinente ouvir professores e pais/encarregados de educação de alunos da Região Autónoma da Madeira (RAM), sobre esta temática.
Seguindo esta linha de pensamento, este estudo baseia-se, fundamentalmente, no impacto entre a relação escola/família, procurando compreender e analisar a maneira como esta ligação pode influenciar todo o processo de desenvolvimento dos alunos com T21 no contexto em que estão inseridos. É importante perceber como os pais de filhos com T21 perspetivam a sua colaboração para com a escola. O objetivo primordial neste trabalho de investigação será perceber a analogia da relação entre escola/família na inclusão de alunos com T21, a frequentar o 1º Ciclo do Ensino Básico.
A metodologia insere-se numa perspetiva qualitativa e descritiva, de forma a conhecer a opinião de todos os intervenientes (escola/família) e ajudar a promover uma mudança no campo de ação. Como principal técnica de recolha de dados, optaremos pela entrevista semiestruturada para aquisição dos dados a analisar e interpretar, envolvendo um total de onze participantes: dois professores, por escola (o titular de turma e o de educação especial) que trabalham com alunos com T21, tal como três pais/encarregados de educação, de quatro estabelecimentos de ensino público, nas escolas da RAM, no concelho do Funchal.
A aplicação das entrevistas proporcionará a descrição e compreensão do contexto e do ambiente familiar, possibilitando uma maior aproximação e um relacionamento mais profícuo entre a família e o contexto escolar. Antes de proceder à elaboração do trabalho e, para obter uma fundamentação elucidada sobre o tema exposto, procederemos a uma pesquisa bibliográfica. Os dados coletados serão analisados e discutidos, tendo por base a literatura atual que nos referem as vantagens significativas que estes alunos obtêm, não só a nível do seu desenvolvimento social e pessoal, mas também a nível da sua qualidade de vida, se o relacionamento entre a escola e a família for enriquecedor, ao longo do seu percurso escolar.
Schools and families play an important and predominant role in supporting students with Trisomy 21 (T21), and are considered to be the main drivers of development in the teaching and learning process. Given that the school/family relationship in school life is not yet sufficiently strengthened in the daily lives of those involved, we consider it pertinent to hear from teachers and parents/guardians of students in the Autonomous Region of Madeira (RAM) on this topic. Following this line of thinking, this study is fundamentally based on the impact of the school/family relationship, seeking to understand and analyze how this connection can influence the entire development process of students with T21 in the context in which they are inserted. It is important to understand how parents of children with T21 view their collaboration with the school. The primary objective of this research will be to understand the analogy of the school/family relationship in the inclusion of students with T21 attending the 1st Cycle of Basic Education. The methodology is qualitative and descriptive in nature, in order to ascertain the opinions of all stakeholders (school/family) and help promote change in the field of action. As the main data collection technique, we will use semi-structured interviews to acquire the data to be analyzed and interpreted, involving a total of eleven participants: two teachers per school (the class teacher and the special education teacher) who work with students with T21, as well as three parents/guardians from four public schools in the Autonomous Region of Madeira, in the municipality of Funchal. The interviews will provide a description and understanding of the family context and environment, enabling greater closeness and a more fruitful relationship between the family and the school context. Before proceeding with the work and in order to obtain a clear basis for the topic presented, we will conduct a bibliographic search. The data collected will be analyzed and discussed, based on current literature that refers to the significant advantages that these students obtain, not only in terms of their social and personal development, but also in terms of their quality of life, if the relationship between the school and the family is enriching throughout their school career.
Schools and families play an important and predominant role in supporting students with Trisomy 21 (T21), and are considered to be the main drivers of development in the teaching and learning process. Given that the school/family relationship in school life is not yet sufficiently strengthened in the daily lives of those involved, we consider it pertinent to hear from teachers and parents/guardians of students in the Autonomous Region of Madeira (RAM) on this topic. Following this line of thinking, this study is fundamentally based on the impact of the school/family relationship, seeking to understand and analyze how this connection can influence the entire development process of students with T21 in the context in which they are inserted. It is important to understand how parents of children with T21 view their collaboration with the school. The primary objective of this research will be to understand the analogy of the school/family relationship in the inclusion of students with T21 attending the 1st Cycle of Basic Education. The methodology is qualitative and descriptive in nature, in order to ascertain the opinions of all stakeholders (school/family) and help promote change in the field of action. As the main data collection technique, we will use semi-structured interviews to acquire the data to be analyzed and interpreted, involving a total of eleven participants: two teachers per school (the class teacher and the special education teacher) who work with students with T21, as well as three parents/guardians from four public schools in the Autonomous Region of Madeira, in the municipality of Funchal. The interviews will provide a description and understanding of the family context and environment, enabling greater closeness and a more fruitful relationship between the family and the school context. Before proceeding with the work and in order to obtain a clear basis for the topic presented, we will conduct a bibliographic search. The data collected will be analyzed and discussed, based on current literature that refers to the significant advantages that these students obtain, not only in terms of their social and personal development, but also in terms of their quality of life, if the relationship between the school and the family is enriching throughout their school career.
Description
Keywords
Trissomia 21 Relação escola/família Inclusão Trisomy 21 School/family relationship Inclusion