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Publication
A inclusão dos alunos com necessidades educativas especiais nas aulas de educação visual e educação tecnológica
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Advisor(s)
Abstract(s)
A inclusão de alunos com Necessidades Educativas Especiais na escola atual baseia-se em princípios democráticos, de justiça social e igualdade de oportunidades ao proporcionar o direito à educação de todos os alunos independentemente das problemáticas que evidencie.
O presente trabalho apresenta como temática central recolher, analisar, compreender, e objetivar as perceções dos professores de Educação Visual e Educação Tecnológica (2º ciclo) face ao apoio aos alunos com NEE antes e depois da extinção do par pedagógico. A estratégia de investigação seguiu a metodologia qualitativa, utilizando a entrevista. Envolveu-se na pesquisa um número limitado de entrevistados (professores de EV e ET a lecionar em escolas do Minho), para a obtenção de respostas objetivas e credíveis, no que diz respeito à Inclusão de alunos com NEE na disciplina de EV e ET e à dificuldade ou não de apoio a esses alunos com e sem par pedagógico.
Os resultados, advindos do presente estudo de investigação, permitem concluir que os docentes entrevistados consideram que a disciplina de EV e ET é benéfica para os alunos com NEE. Ao referirem-se ao par pedagógico salientaram a sua não concordância com a sua extinção, pois o tipo de trabalho e até o tipo de material e de recursos pedagógicos que são usados no decurso das aulas requer um apoio mais individualizado, sobretudo aos alunos com NEE, pelo que era mais fácil e maior o apoio prestado aos alunos com NEE quando existia o par pedagógico.
The inclusion of students with Special Educational Needs in current school is based on democratic principles of social justice and equal opportunities by providing the right to education to all students regardless the problems they demonstrate. This present study aims to collect, analyze, understand, and objectify the perceptions of teachers of Visual Education and Technical Education (2nd cycle) in terms of supporting students with EEN before and after the extinction of the teaching pair . The research strategy followed the qualitative methodology, using the interview. The research involved a limited number of respondents (EV and ET teachers that teach in schools of Minho) to obtain, objective and credible responses, with respect to the inclusion of pupils with EEN in the discipline of EV and ET and the difficulty or not to support these students with and without pedagogical pair. The results arising from this research study, lead to conclude that the teachers interviewed believe the discipline of EV and ET is beneficial for students with EEN. When referring to the teaching pair they underlined their non- agreement with its extinction, because the kind of work and even the type of material and teaching resources that are used during classes requires a more individualized support, especially for pupils with EEN, so it was easier and more intensive the support for pupils with EEN, when existed the pedagogical pair.
The inclusion of students with Special Educational Needs in current school is based on democratic principles of social justice and equal opportunities by providing the right to education to all students regardless the problems they demonstrate. This present study aims to collect, analyze, understand, and objectify the perceptions of teachers of Visual Education and Technical Education (2nd cycle) in terms of supporting students with EEN before and after the extinction of the teaching pair . The research strategy followed the qualitative methodology, using the interview. The research involved a limited number of respondents (EV and ET teachers that teach in schools of Minho) to obtain, objective and credible responses, with respect to the inclusion of pupils with EEN in the discipline of EV and ET and the difficulty or not to support these students with and without pedagogical pair. The results arising from this research study, lead to conclude that the teachers interviewed believe the discipline of EV and ET is beneficial for students with EEN. When referring to the teaching pair they underlined their non- agreement with its extinction, because the kind of work and even the type of material and teaching resources that are used during classes requires a more individualized support, especially for pupils with EEN, so it was easier and more intensive the support for pupils with EEN, when existed the pedagogical pair.