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Inclusão de alunos no 1º ciclo da escola pública: perceção dos professores e dos pais
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| 1.45 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Compreendendo a inclusão como um fenómeno social complexo, que depende
principalmente do planeamento e capacidade dos agentes envolvidos no processo, o
presente trabalho de pesquisa teve como objetivo geral compreender a perceção dos
professores e dos pais sobre a inclusão dos alunos no 1º ciclo da escola pública, tentando
identificar as práticas utilizadas por parte dos professores e a ligação dos pais à escola. O
estudo de cariz qualitativo decorreu num Agrupamento de Escolas do concelho de Loulé
e dá a conhecer a forma como se está a processar a inclusão dos alunos com Necessidades
Educativas (NE) nas escolas desse Agrupamento.
Inquiriram-se onze participantes, sendo cinco professores e seis pais, tendo sido
utilizada uma entrevista semiestruturada. Aos dados obtidos foi feita uma análise de
conteúdo, com categorias e subcategorias, criadas à posteriori.
Conclui-se que os professores têm a perceção do que é uma escola inclusiva e que,
na generalidade, manifestam perceções positivas face à inclusão de alunos com
necessidades educativas (NE) nas escolas do ensino regular, embora apresentem muitas
reservas quanto à implementação do processo de inclusão. Essas reservas são mais
influenciadas pela falta de recursos humanos e materiais, do que por fatores relacionados
com os próprios professores, nomeadamente, atitudes e práticas inclusivas e a
necessidade de formação específica na área das NE.
Os professores consideram que as escolas ainda não estão preparadas para a
concretização da filosofia inclusiva. Quanto aos pais conclui-se que maioritariamente
reconhecem que os professores tem realizado um bom trabalho com os seus educandos.
Understanding the inclusion as a complex social phenomenon, which depends mainly on the planning and the capacity of all agents involved in the process, the general objective of the present research is to understand the perception of teachers and parents towards an inclusion of students in the 1º cycle of public school, trying to identify the practises utilized by the teachers and the connections of the parents to the school. The study with qualitative aspect took place in a group of schools of the Municipality of Loulé, and informs how the inclusion of the students with Educational Needs (EN) in the schools of this grouping are being processed. Eleven participants were inquired, five teachers and six parents, a semi structural interview was used. To the data that was gathered, the contents were analysed and organised into categories and sub.-categories, created retrospectively. It was concluded that the teachers have the perception what is an inclusive school, and generally manifest a positive perception towards the inclusion of students with Educational Needs (EN) in regular schools, although they present reservations as how to implement the process of such inclusion. These reservations are influenced mainly due to lack of human resources and materials, rather than the factor relating to the teachers themselves, mainly, attitudes and practises and the needs for specific training in the area of EN. The teachers consider that the schools are not yet prepared for the realization of an inclusive philosophy. As for the parents, mostly recognise that the teachers have done a good job with their children.
Understanding the inclusion as a complex social phenomenon, which depends mainly on the planning and the capacity of all agents involved in the process, the general objective of the present research is to understand the perception of teachers and parents towards an inclusion of students in the 1º cycle of public school, trying to identify the practises utilized by the teachers and the connections of the parents to the school. The study with qualitative aspect took place in a group of schools of the Municipality of Loulé, and informs how the inclusion of the students with Educational Needs (EN) in the schools of this grouping are being processed. Eleven participants were inquired, five teachers and six parents, a semi structural interview was used. To the data that was gathered, the contents were analysed and organised into categories and sub.-categories, created retrospectively. It was concluded that the teachers have the perception what is an inclusive school, and generally manifest a positive perception towards the inclusion of students with Educational Needs (EN) in regular schools, although they present reservations as how to implement the process of such inclusion. These reservations are influenced mainly due to lack of human resources and materials, rather than the factor relating to the teachers themselves, mainly, attitudes and practises and the needs for specific training in the area of EN. The teachers consider that the schools are not yet prepared for the realization of an inclusive philosophy. As for the parents, mostly recognise that the teachers have done a good job with their children.
Description
Keywords
Necessidades educativas Inclusão Escola inclusiva Education needs Inclusion Inclusive school