| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Dissertação de mestrado_2023116788 | 1.04 MB | Adobe PDF |
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Resumo(s)
A educação inclusiva constitui um direito assegurado e um princípio fundamental para a garantia da equidade e da participação de todos os estudantes no contexto educacional. Nesse processo, torna-se necessário ampliar a reflexão para além das necessidades e do bem-estar dos alunos, considerando também as condições de trabalho, a formação e o bem-estar dos professores, uma vez que estes desempenham um papel fundamental na concretização de práticas inclusivas e na construção de um ambiente escolar acolhedor, acessível e participativo. Neste contexto, o presente estudo teve como objetivo geral compreender os principais desafios e impactos vivenciados pelos docentes na implementação da inclusão escolar de alunos com Necessidades Educacionais Especiais (NEE). Como objetivos específicos, pretendeu-se identificar os principais desafios e necessidades percecionados pelos docentes no desenvolvimento de práticas inclusivas e analisar os impactos percecionados do trabalho em contexto inclusivo ao nível profissional, pessoal e do bem-estar docente. A investigação adotou uma abordagem qualitativa, exploratória e descritiva, envolvendo 15 docentes da rede municipal de ensino de Vilhena/RO, selecionados pela sua experiência direta com estudantes com NEE. Para a recolha dos dados, foi aplicado um questionário semiestruturado, constituído por questões fechadas e abertas. A análise seguiu os procedimentos da Análise de Conteúdo de Bardin (2016), contemplando as etapas de pré-análise, exploração do material, categorização e interpretação. Os resultados evidenciaram, no grupo participante, perceções de insuficiência da formação para a inclusão, limitações de recursos e apoio especializado, superlotação das turmas e desvalorização profissional. Foram também identificadas perceções de repercussões ao nível da motivação, satisfação profissional e bem-estar. Atendendo à natureza qualitativa, à amostra reduzida e ao carácter autorreportado dos dados, os resultados não permitem estabelecer relações de causalidade nem generalizações estatísticas para a totalidade da rede municipal.
Inclusive education is a guaranteed right and a fundamental principle for ensuring equity and the participation of all students in education. This process requires reflection not only on students’ needs and well-being, but also on teachers’ working conditions, training, and well-being, as teachers play a central role in implementing inclusive practices and building welcoming, accessible, and participatory school environments. The general objective of this study was to understand the main challenges and impacts perceived by teachers in the implementation of school inclusion for students with Special Educational Needs (SEN). The specific objectives were to identify the main challenges and needs perceived by teachers in the development of inclusive practices and to analyse the perceived impacts of work in inclusive contexts at the professional, personal, and teacher well-being levels. A qualitative, exploratory, and descriptive approach was adopted. The study involved 15 teachers from the municipal education network of Vilhena, Rondônia, Brazil, selected because of their direct experience with students with SEN. Data were collected through a semi-structured questionnaire containing closed and open-ended questions. Data analysis followed Bardin’s (2016) Content Analysis procedures, including pre-analysis, material exploration, categorisation, and interpretation. The findings indicated, within the participating group, perceptions of insufficient preparation for inclusion, limited resources and specialised support, overcrowded classes, and low professional recognition. Participants also reported perceived repercussions on motivation, job satisfaction, and well-being. Given the qualitative design, the small purposive sample, and the self-reported nature of the data, the results do not support causal claims or statistical generalisation to the entire municipal school network.
Inclusive education is a guaranteed right and a fundamental principle for ensuring equity and the participation of all students in education. This process requires reflection not only on students’ needs and well-being, but also on teachers’ working conditions, training, and well-being, as teachers play a central role in implementing inclusive practices and building welcoming, accessible, and participatory school environments. The general objective of this study was to understand the main challenges and impacts perceived by teachers in the implementation of school inclusion for students with Special Educational Needs (SEN). The specific objectives were to identify the main challenges and needs perceived by teachers in the development of inclusive practices and to analyse the perceived impacts of work in inclusive contexts at the professional, personal, and teacher well-being levels. A qualitative, exploratory, and descriptive approach was adopted. The study involved 15 teachers from the municipal education network of Vilhena, Rondônia, Brazil, selected because of their direct experience with students with SEN. Data were collected through a semi-structured questionnaire containing closed and open-ended questions. Data analysis followed Bardin’s (2016) Content Analysis procedures, including pre-analysis, material exploration, categorisation, and interpretation. The findings indicated, within the participating group, perceptions of insufficient preparation for inclusion, limited resources and specialised support, overcrowded classes, and low professional recognition. Participants also reported perceived repercussions on motivation, job satisfaction, and well-being. Given the qualitative design, the small purposive sample, and the self-reported nature of the data, the results do not support causal claims or statistical generalisation to the entire municipal school network.
Descrição
Palavras-chave
Bem-estar docente Desafios da inclusão Necessidades Educacionais Especiais Teacher well-being Challenges of inclusion Special Educational Needs