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A efetividade da inclusão: a perceção das crianças acerca dos seus pares com necessidades específicas
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| 3.49 MB | Adobe PDF |
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Abstract(s)
Elaborado para a obtenção do grau de Mestre em Educação Pré-Escolar, o presente relatório documenta, de forma sistemática e fundamentada, a intervenção e investigação desenvolvidas no âmbito da PPS II. Nele são apresentadas as ideias, motivações e intenções para a prática, bem como as ações, estratégias e processos vividos ao longo da unidade curricular, com as crianças e adultos envolvidos. É composto por quatro capítulos: (i) caracterização do contexto socioeducativo; (ii) intenções definidas para a intervenção no contexto; (iii) investigação desenvolvida; e (iv) considerações finais face ao contributo do trabalho pedagógico desenvolvido e da intervenção educativa na construção da identidade profissional. A investigação, de natureza qualitativa, trata-se de um estudo de caso exploratório acerca da efetividade da inclusão no contexto educativo no qual decorreu a prática. Procurou-se, neste sentido: (i) averiguar as atitudes das crianças face aos pares com DN, em contexto educativo; (ii) conhecer as perspetivas das crianças com desenvolvimento neurológico típico, em relação aos pares com DN; e (iii) compreender o papel dos pares na inclusão de crianças com NE. A recolha dos dados envolveu técnicas como: (i) testes sociométricos; (ii) narrativas visuais; e (iii) observação participante. Os dados obtidos foram tratados, sobretudo, através da análise do conteúdo (narrativas visuais e observação participante) e interpretação do sociograma do grupo construído a partir dos resultados dos testes sociométricos. A análise e triangulação de dados permitiu identificar atitudes positivas das crianças face aos colegas com NE, essencialmente, marcadas pela empatia, aceitação e cooperação. A diferença é, por elas, percecionada com naturalidade e a inclusão emerge, sobretudo, das interações entre os pares, contribuindo para um contexto educativo inclusivo.
Prepared as part of the requirements for the Master's Degree in Early Childhood Education, this report systematically and critically documents the intervention and research carried out within the scope of the Supervised Teaching Practice II (PPS II). It presents the ideas, motivations, and intentions behind the pedagogical practice, as well as the actions, strategies, and processes experienced throughout the course, involving both children and adults. The report is organized into four chapters: (i) characterization of the socio-educational context; (ii) defined intentions for the intervention; (iii) the research conducted; and (iv) final considerations regarding the contribution of the pedagogical work and educational intervention to the construction of professional identity. The research, of a qualitative nature, is an exploratory case study on the effectiveness of inclusion within the educational setting in which the practice took place. The aims were to: (i) investigate children's attitudes towards peers with neurodivergence (ND) in an educational context; (ii) understand the perspectives of children with typical neurological development regarding peers with ND; and (iii) comprehend the role of peers in the inclusion of neurodivergent children. Data collection involved the use of the following techniques: (i) sociometric tests; (ii) visual narratives; and (iii) participant observation. The data were primarily analyzed through content analysis (of the visual narratives and participant observation) and interpretation of the group's sociogram, constructed from the results of the sociometric tests. Data analysis and triangulation revealed predominantly positive attitudes among children towards neurodivergent peers, mainly characterized by empathy, acceptance, and cooperation. Difference is perceived naturally by the children, and inclusion emerges primarily from peer interactions, contributing to an inclusive educational environment.
Prepared as part of the requirements for the Master's Degree in Early Childhood Education, this report systematically and critically documents the intervention and research carried out within the scope of the Supervised Teaching Practice II (PPS II). It presents the ideas, motivations, and intentions behind the pedagogical practice, as well as the actions, strategies, and processes experienced throughout the course, involving both children and adults. The report is organized into four chapters: (i) characterization of the socio-educational context; (ii) defined intentions for the intervention; (iii) the research conducted; and (iv) final considerations regarding the contribution of the pedagogical work and educational intervention to the construction of professional identity. The research, of a qualitative nature, is an exploratory case study on the effectiveness of inclusion within the educational setting in which the practice took place. The aims were to: (i) investigate children's attitudes towards peers with neurodivergence (ND) in an educational context; (ii) understand the perspectives of children with typical neurological development regarding peers with ND; and (iii) comprehend the role of peers in the inclusion of neurodivergent children. Data collection involved the use of the following techniques: (i) sociometric tests; (ii) visual narratives; and (iii) participant observation. The data were primarily analyzed through content analysis (of the visual narratives and participant observation) and interpretation of the group's sociogram, constructed from the results of the sociometric tests. Data analysis and triangulation revealed predominantly positive attitudes among children towards neurodivergent peers, mainly characterized by empathy, acceptance, and cooperation. Difference is perceived naturally by the children, and inclusion emerges primarily from peer interactions, contributing to an inclusive educational environment.
Description
Relatório da Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para a obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Inclusão Necessidades específicas Perceção dos pares Educação inclusiva Inclusion Special needs Peer perception Inclusive education
Pedagogical Context
Citation
Santos, B. F. J. (2025). A efetividade da inclusão: a perceção das crianças acerca dos seus pares com necessidades específicas [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22191