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Metodologias de intervenção no ensino profissional em alunos de necessidades educativas especiais
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 34424 | 7.94 MB | Adobe PDF |
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Abstract(s)
Procurou-se com este projeto de investigação-ação relacionar as dimensões da aprendizagem tendo como base a exploração das ideias defendidas por diversas teorias educativas. Esta exploração foi feita interrogando os docentes, como abordam os alunos com Necessidades Educativas Especiais, como realizam uma intervenção ajustada de forma a desenvolver competências nos jovens e a aumentar a motivação para as aprendizagens escolares. A recolha de dados neste projeto foi realizada através de dois questionários com perguntas essencialmente fechadas, aplicadas a professores e alunos. Relativamente ao estudo da prática educativa realizada pelos docentes de diversas áreas disciplinares, apresenta-se neste trabalho o desenvolvimento de uma adaptação Curricular do Ensino Secundário / Profissional, como alternativa à abordagem de conceitos e conteúdos das disciplinas da componente técnica de forma adaptada a alunos com Necessidades Educativas Especiais. Analisaram-se os contributos dos docentes para a inclusão escolar e social dos estudantes nos Cursos Profissionais. Durante a elaboração deste trabalho desenvolveram-se, estudaram-se e promoveram-se interações sociais em cenários de educação formal e especial. Assumiu-se uma abordagem interpretativa, tendo-se desenvolvido um projeto de investigação-ação ao longo de 3 anos letivos. A comunidade educativa construiu um currículo flexível para o curso que os alunos de necessidades educativas especiais e os colegas de turma concluíram. Para eles, este percurso facilitou a inclusão escolar e social, bem como o desenvolvimento de capacidades e competências sociocognitivas e emocionais, que lhes permitiram melhorar a trajetória de participação ao longo da vida. Conclui-se que os alunos consideram a intervenção educativa eficiente, motivadora e útil para o seu desenvolvimento pessoal e profissional. E valorizam bastante a intervenção e acompanhamento do professor no desenvolvimento de um ambiente enriquecedor em sala de aula. Após a reflexão sobre os dados recolhidos apresenta-se uma proposta de intervenção que consiste na criação de uma sala de aula multifacetada que permita explorar diferentes ambientes de aprendizagem.
We have looked with this investigation-action project to correlate the dimensions of learning having by base the exploring ideas safeguarded by varied educational theories. This exploration was made by questing teachers, how do they address pupils with special education needs, and how do they perform an adjusted intervention in order to develop skills in the youngest and increase their motivation to learning. The relevant data collection for this project was achieved through a couple of survey composed of mostly closed-answer, applied to teachers and pupils. Regarding the study of the educational practice carried out by the teachers of several disciplinary areas, the present work presents the development of a Curricular Adaptation of Secondary Education / Professional, as an alternative to the approach of concepts and contents of the disciplines of the technical component in a way adapted to students with Special Educational Needs. The contributions of the teachers to the school and social inclusion of the students in the Professional Courses were analyzed. During the development of this work, social interactions were developed, studied and promoted in formal and special education settings. An interpretive approach was adopted, and an investigation / action project was developed over 3 academic years. The educational community has constructed a flexible curriculum for the course that students with special educational needs and classmates have completed. For them, this course facilitated school and social inclusion, as well as the development of capacities and socio-cognitive and emotional skills, which allowed them to improve the trajectory of participation throughout the life. It is concluded that the students consider the educational intervention efficient, motivating and useful for their personal and professional development. And they greatly value the intervention and accompaniment of the teacher in the development of an enriching environment in the classroom. After reflecting on the collected data, a proposal for intervention is presented, which consists in the creation of a multifaceted classroom that allows to explore different learning environments.
We have looked with this investigation-action project to correlate the dimensions of learning having by base the exploring ideas safeguarded by varied educational theories. This exploration was made by questing teachers, how do they address pupils with special education needs, and how do they perform an adjusted intervention in order to develop skills in the youngest and increase their motivation to learning. The relevant data collection for this project was achieved through a couple of survey composed of mostly closed-answer, applied to teachers and pupils. Regarding the study of the educational practice carried out by the teachers of several disciplinary areas, the present work presents the development of a Curricular Adaptation of Secondary Education / Professional, as an alternative to the approach of concepts and contents of the disciplines of the technical component in a way adapted to students with Special Educational Needs. The contributions of the teachers to the school and social inclusion of the students in the Professional Courses were analyzed. During the development of this work, social interactions were developed, studied and promoted in formal and special education settings. An interpretive approach was adopted, and an investigation / action project was developed over 3 academic years. The educational community has constructed a flexible curriculum for the course that students with special educational needs and classmates have completed. For them, this course facilitated school and social inclusion, as well as the development of capacities and socio-cognitive and emotional skills, which allowed them to improve the trajectory of participation throughout the life. It is concluded that the students consider the educational intervention efficient, motivating and useful for their personal and professional development. And they greatly value the intervention and accompaniment of the teacher in the development of an enriching environment in the classroom. After reflecting on the collected data, a proposal for intervention is presented, which consists in the creation of a multifaceted classroom that allows to explore different learning environments.
Description
Keywords
Educação inclusiva Currículos alternativos Trabalho colaborativo Mecanismos de inter e intra-capacitação Aprendizagem visível Inclusive education Alternative curricula Collaborative work Mechanisms of inter and intra-empowerment Visible learning