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Publication
A Importância da Inclusão da Educação Visual e Tecnológica num Currículo Específico Individual
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| 1.72 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Desde cedo se teve a pretensão de fazer um estudo que combinasse a Educação Especial
e a Educação Visual e Tecnológica (EVT). A larga experiência nesta área de ensino
induziu a crença numa conexão entre ambas!
A análise dos processos dos alunos com Necessidades Educativas Especiais de Carácter
Permanente, neste caso, em concreto, com Currículo Especifico Individual, evidenciou
o peso da Educação Visual e Tecnológica no Currículo e, consequentemente, no seu
percurso Educativo. Esse facto tem uma explicação que se pretendeu comprovar com
este estudo investigativo de carácter exploratório.
A implementação do Decreto – lei nº 3 de 7 de Janeiro de 2008, veio alterar, por
completo, a dinâmica das escolas. O aluno com um Currículo Específico Individual
necessita de um conjunto de medidas educativas, muito concretas e específicas, de cariz
prático e funcional, que lhe garanta não só uma aprendizagem de qualidade como
também prepare a sua futura entrada no mercado de trabalho. É nesse sentido que a
disciplina de EVT parece ter um papel fundamental.
As razões elencadas prendem-se precisamente com a especificidade da disciplina de
EVT em torno das competências a atingir e do seu modo de organização e de
funcionamento interno.
Após uma apurada análise da revisão da literatura, percebeu-se que era grande o
desafio. Por isso, decidiu-se traçar um caminho investigativo consistente e sólido que
garantisse um conjunto de conclusões pertinentes, embora limitadas pelo âmbito da
análise. Para tal, utilizaram-se três métodos de recolha de informação diferentes: o
grupo de focagem ou grupo foco, o estudo prévio documental de Currículos Específicos
Individuais e, por fim, a entrevista, triangulando diferentes fontes numa abordagem
qualitativa. O grupo de participantes no estudo empírico circunscreveu-se a professores
de Educação Especial, Educação Visual e Tecnológica, outros professores e Director de
Turma.
Identificar a finalidade da disciplina de Educação Visual e Tecnológica percepcionada
pelos professores, averiguar como contribui para o desenvolvimento global e a inclusão
do aluno enquanto integrada no Currículo Específico Individual e, ainda, averiguar o modo como este se constrói, são os objectivos deste trabalho investigativo. Em suma, o
que se pretendeu, precisamente, foi contribuir para uma melhor compreensão da
Importância da inclusão da disciplina de Educação Visual e Tecnológica num Currículo
Específico Individual.
Concluiu-se que, no contexto analisado, a Educação Visual e Tecnológica é uma
disciplina com grande peso no Currículo Específico Individual do aluno com NEEcp.
De facto é aquela que verdadeiramente “inclui” porque respeita ritmos de trabalho e de
aprendizagem diferentes adaptando metodologias e estratégias de trabalho
individualizado, a pares e em grupo. O contexto informal e descontraído de sala de aula
favorece e estimula as interacções pessoais e melhora a auto-estima e autonomia do
aluno. No âmbito da aprendizagem prática melhora a motricidade fina e grossa
preparando a sua entrada no mundo do trabalho e dotando-o de competências sociais
que se consideram importantes e fundamentais para o ingresso na sociedade, bem como
para o seu desenvolvimento global.
Since early on that there has been the ambition of carrying out field study which combined both Special Education and Visual and Technological Education (VTE). The vast experience in these subjects makes us believe that there is a connection between the both. The analysis of the Special Educational Needs students whose Needs are of a Permanent Nature, and, in this case in particular, students with a Specific Individual Curriculum (SIC), revealed the importance of VTE in the curriculum and educational path. The aim of this study is to explain this fact. The implementation of the Decree – Law nº 3 of January 7, 2008, completely changed the dynamics of schools. Students with SIC need a set of special, concrete and specific education measures, that are both practical and functional, and which ensure not only quality learning but also prepares student for entering the labour market in the future. It is in this sense that VTE seems to have an essential role. The reasons listed are particularly related to the specific nature of the VTE course in terms of the skills that must be accomplished and the manner in which it is organized and how it functions internally. Once the literature was carefully reviewed and analyzed, it was clear that it was a major challenge. So, an investigative path, both solid and consistent, which could guarantee a set of important conclusions (despite being limited by the scope of the analysis) was needed. Three different methods were used to gather information: the Focus Group, the previous analysis of the ISC, and the interview, and different sources were used in a qualitative approach. The group of participants in the empirical study was limited to Special Education teachers, VTE teachers, other teachers, and the Head of Class. The aims of this research study are to identify the purpose of the TVE subject and examine how it helps the global development and inclusion of ISC students, and also look into the manner in which it evolves. In short, the purpose was to contribute to a better understanding of the importance of the inclusion of VTE in the ISC. The conclusion reached, based on the analyzed context, is that VTE is of major importance in the ISC of students with Special Educational Needs of a Permanent Nature. In fact, it’s the subject that truly “includes”, because it respects different work and learning rhythms, adapting methods and strategies to individual work, pair work, or group work. The casual and relaxed classroom context encourages social interaction and enhances students’ self-esteem and autonomy. In terms of practical learning, it improves fine motor skills preparing students to enter the labour market, and providing them with the basic social skills considered to be important to be accepted by society, as well in terms of students’ general development.
Since early on that there has been the ambition of carrying out field study which combined both Special Education and Visual and Technological Education (VTE). The vast experience in these subjects makes us believe that there is a connection between the both. The analysis of the Special Educational Needs students whose Needs are of a Permanent Nature, and, in this case in particular, students with a Specific Individual Curriculum (SIC), revealed the importance of VTE in the curriculum and educational path. The aim of this study is to explain this fact. The implementation of the Decree – Law nº 3 of January 7, 2008, completely changed the dynamics of schools. Students with SIC need a set of special, concrete and specific education measures, that are both practical and functional, and which ensure not only quality learning but also prepares student for entering the labour market in the future. It is in this sense that VTE seems to have an essential role. The reasons listed are particularly related to the specific nature of the VTE course in terms of the skills that must be accomplished and the manner in which it is organized and how it functions internally. Once the literature was carefully reviewed and analyzed, it was clear that it was a major challenge. So, an investigative path, both solid and consistent, which could guarantee a set of important conclusions (despite being limited by the scope of the analysis) was needed. Three different methods were used to gather information: the Focus Group, the previous analysis of the ISC, and the interview, and different sources were used in a qualitative approach. The group of participants in the empirical study was limited to Special Education teachers, VTE teachers, other teachers, and the Head of Class. The aims of this research study are to identify the purpose of the TVE subject and examine how it helps the global development and inclusion of ISC students, and also look into the manner in which it evolves. In short, the purpose was to contribute to a better understanding of the importance of the inclusion of VTE in the ISC. The conclusion reached, based on the analyzed context, is that VTE is of major importance in the ISC of students with Special Educational Needs of a Permanent Nature. In fact, it’s the subject that truly “includes”, because it respects different work and learning rhythms, adapting methods and strategies to individual work, pair work, or group work. The casual and relaxed classroom context encourages social interaction and enhances students’ self-esteem and autonomy. In terms of practical learning, it improves fine motor skills preparing students to enter the labour market, and providing them with the basic social skills considered to be important to be accepted by society, as well in terms of students’ general development.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor