| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Dissertação de mestrado_34472 | 2.8 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Na Região Autónoma dos Açores, a implementação do novo modelo pedagógico de Educação Inclusiva, estabelecido pelo Decreto Legislativo Regional n.º 5/2023/A, de 17 de fevereiro, posteriormente alterado pelo Decreto Legislativo Regional n.º 34/2023/A, de 13 de outubro, marcou uma mudança significativa relativamente ao anterior paradigma da Educação Especial. Neste contexto, o presente estudo tem como objetivo analisar as adaptações implementadas no processo de avaliação das aprendizagens dos alunos nas escolas públicas do 3.º ciclo do ensino básico e do ensino secundário da ilha de São Miguel, após a entrada em vigor deste enquadramento legal. Pretende-se, igualmente, identificar as dificuldades sentidas pelos professores na implementação dessas adaptações, de forma a propor estratégias que apoiem a prática pedagógica e promovam uma avaliação mais equitativa, inclusiva e ajustada às necessidades de todos os alunos.
A presente investigação enquadra-se numa metodologia de natureza quantitativa, descritiva e transversal. Participaram no estudo 63 professores do 3.º ciclo do ensino básico e do ensino secundário de escolas públicas da ilha de São Miguel. A recolha de dados foi realizada através da aplicação de um questionário composto por questões fechadas, organizadas numa escala de Likert de cinco pontos (1 = Nunca; 2 = Raramente; 3 = Algumas vezes; 4 = Muitas vezes; 5 = Sempre).
Os resultados evidenciaram que os docentes reconhecem a importância das adaptações no processo de avaliação para promover uma educação mais inclusiva. Contudo, persistem dificuldades relacionadas com a implementação das medidas previstas na legislação, nomeadamente ao nível da formação específica, da disponibilidade de recursos e da definição de critérios de avaliação ajustados à diversidade dos alunos. Conclui-se que o reforço da formação contínua, o apoio técnico-pedagógico e a clarificação das orientações para a avaliação inclusiva constituem fatores fundamentais para consolidar práticas de avaliação mais justas, equitativas e promotoras do sucesso educativo de todos os alunos.
In the Autonomous Region of the Azores, the implementation of the new Inclusive Education pedagogical model, established by Regional Legislative Decree No. 5/2023/A of 17 February and subsequently amended by Regional Legislative Decree No. 34/2023/A of 13 October, marked a significant shift from the previous Special Education paradigm. Within this context, the present study aims to analyse the adaptations implemented in the learning assessment process for students attending public lower secondary and upper secondary schools on the island of São Miguel following the entry into force of this legal framework. It also seeks to identify the difficulties experienced by teachers in implementing these adaptations in order to propose strategies that support pedagogical practice and promote a more equitable and inclusive assessment that responds effectively to the individual needs of all students. This research adopts a quantitative, descriptive, and cross-sectional methodology. The study involved 63 teachers from public lower secondary and upper secondary schools on the island of São Miguel. Data were collected through a questionnaire comprising closed-ended questions organised according to a five-point Likert scale (1 = Never; 2 = Rarely; 3 = Sometimes; 4 = Often; 5 = Always). The results indicate that teachers recognise the importance of assessment adaptations in promoting a more inclusive education. However, difficulties remain regarding the implementation of the measures established by the legislation, particularly in relation to specialised training, the availability of resources, and the definition of assessment criteria that adequately reflect the diversity of students. We can conclude that reinforcing continuous professional development, providing technical and pedagogical support, and clarifying guidelines for inclusive assessment are essential to consolidating fairer, more equitable assessment practices that foster the educational success of all students.
In the Autonomous Region of the Azores, the implementation of the new Inclusive Education pedagogical model, established by Regional Legislative Decree No. 5/2023/A of 17 February and subsequently amended by Regional Legislative Decree No. 34/2023/A of 13 October, marked a significant shift from the previous Special Education paradigm. Within this context, the present study aims to analyse the adaptations implemented in the learning assessment process for students attending public lower secondary and upper secondary schools on the island of São Miguel following the entry into force of this legal framework. It also seeks to identify the difficulties experienced by teachers in implementing these adaptations in order to propose strategies that support pedagogical practice and promote a more equitable and inclusive assessment that responds effectively to the individual needs of all students. This research adopts a quantitative, descriptive, and cross-sectional methodology. The study involved 63 teachers from public lower secondary and upper secondary schools on the island of São Miguel. Data were collected through a questionnaire comprising closed-ended questions organised according to a five-point Likert scale (1 = Never; 2 = Rarely; 3 = Sometimes; 4 = Often; 5 = Always). The results indicate that teachers recognise the importance of assessment adaptations in promoting a more inclusive education. However, difficulties remain regarding the implementation of the measures established by the legislation, particularly in relation to specialised training, the availability of resources, and the definition of assessment criteria that adequately reflect the diversity of students. We can conclude that reinforcing continuous professional development, providing technical and pedagogical support, and clarifying guidelines for inclusive assessment are essential to consolidating fairer, more equitable assessment practices that foster the educational success of all students.
Descrição
Palavras-chave
Educação inclusiva Avaliação das aprendizagens Adaptações na avaliação Professores Região Autónoma dos Açores Inclusive education Learning assessment Assessment accommodations Teachers Autonomous Region of the Azores