| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.73 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo qualitativo pretendeu investigar a implementação do Decreto-Lei n.º 54/2018, que regula a educação inclusiva em Portugal, com o objetivo de compreender como os seus princípios e medidas são percecionados e aplicados pelos professores. O trabalho incidiu sobre as práticas pedagógicas de cinco docentes do 1.º Ciclo do Ensino Básico – três do ensino regular e duas da educação especial – pertencentes ao mesmo agrupamento de escolas do concelho de Oeiras. Através de observações naturalistas não participantes e entrevistas semiestruturadas, procurou-se identificar as estratégias utilizadas na aplicação da legislação, bem como as dificuldades enfrentadas no contexto escolar. Os resultados demonstram que as professoras têm um conhecimento consistente do DL 54/2018, reconhecendo-o como um instrumento globalmente positivo e abrangente que visa promover respostas educativas personalizadas, alinhadas com os princípios do
Desenho Universal para a Aprendizagem (DUA). Contudo, foram identificados desafios que refletem dificuldades de ordem prática, bem como de natureza organizacional e colaborativa. Estas dificuldades comprometem a eficácia da aplicação das Medidas de Suporte à Aprendizagem e Inclusão (MSAI), limitando a concretização dos princípios inclusivos. Por outro lado, as práticas observadas revelam uma discrepância entre o discurso das docentes e a sua ação pedagógica, especialmente no ensino regular, onde ainda predominam métodos tradicionais e pouco diferenciadores. Em contraste, as docentes de educação especial demonstram maior capacidade de adaptação às necessidades individuais dos alunos, promovendo um acompanhamento mais personalizado. Esta diferença evidencia a necessidade de promover o trabalho colaborativo e melhorar a articulação entre profissionais, investir na formação contínua e clarificar procedimentos,
para garantir que a inclusão se concretize de forma efetiva no quotidiano escolar e não se reduza ao cumprimento formal da legislação.
This qualitative study aimed to investigate the implementation of Decree-Law No. 54/2018, which governs inclusive education in Portugal, with the objective of understanding how its principles and measures are perceived and applied by teachers. The research focused on the pedagogical practices of five primary school teachers—three from mainstream education and two from special education—who belong to the same school cluster in the municipality of Oeiras. Through non-participant naturalistic observations and semi-structured interviews, the study sought to identify the strategies used in the application of the legislation, as well as the challenges faced in the school context. The results show that the teachers have a consistent understanding of Decree-Law 54/2018, recognizing it as a broadly positive and comprehensive instrument aimed at promoting personalized educational responses aligned with the principles of Universal Design for Learning (UDL). However, challenges were identified that reflect both practical difficulties and issues of an organizational and collaborative nature. These challenges compromise the effective implementation of the Support Measures for Learning and Inclusion (SMLI), limiting the full realization of inclusive principles. On the other hand, the observed practices reveal a discrepancy between the teachers’ discourse and their pedagogical actions, particularly in mainstream education, where traditional and undifferentiated methods still predominate. In contrast, special education teachers demonstrate greater adaptability to the individual needs of students, offering more personalized support. This contrast highlights the need to promote collaborative work and improve coordination among professionals, invest in continuous professional development, and clarify procedures in order to ensure that inclusion becomes a tangible reality in daily school life rather than merely a formal compliance with legislation.
This qualitative study aimed to investigate the implementation of Decree-Law No. 54/2018, which governs inclusive education in Portugal, with the objective of understanding how its principles and measures are perceived and applied by teachers. The research focused on the pedagogical practices of five primary school teachers—three from mainstream education and two from special education—who belong to the same school cluster in the municipality of Oeiras. Through non-participant naturalistic observations and semi-structured interviews, the study sought to identify the strategies used in the application of the legislation, as well as the challenges faced in the school context. The results show that the teachers have a consistent understanding of Decree-Law 54/2018, recognizing it as a broadly positive and comprehensive instrument aimed at promoting personalized educational responses aligned with the principles of Universal Design for Learning (UDL). However, challenges were identified that reflect both practical difficulties and issues of an organizational and collaborative nature. These challenges compromise the effective implementation of the Support Measures for Learning and Inclusion (SMLI), limiting the full realization of inclusive principles. On the other hand, the observed practices reveal a discrepancy between the teachers’ discourse and their pedagogical actions, particularly in mainstream education, where traditional and undifferentiated methods still predominate. In contrast, special education teachers demonstrate greater adaptability to the individual needs of students, offering more personalized support. This contrast highlights the need to promote collaborative work and improve coordination among professionals, invest in continuous professional development, and clarify procedures in order to ensure that inclusion becomes a tangible reality in daily school life rather than merely a formal compliance with legislation.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de Mestre em Educação Especial Área de especialização: Problemas de Cognição e Multideficiência
Keywords
Inclusão Medidas de suporte à aprendizagem e à inclusão Trabalho colaborativo Desenho universal para a aprendizagem Metodologias e estratégias de ensino-aprendizagem Inclusion Support measures for learning and inclusion Collaborative work Universal design for learning Teaching and learning methodologies and strategies
Pedagogical Context
Citation
Raimundo, V. C. M. (2025). A implementação do DL N.º 54/2018 na escola: conceções e práticas dos professores [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22283