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Abstract(s)
Uma abordagem ao alargamento da escolaridade obrigatória introduz o debate sobre
as suas consequências, nomeadamente no âmbito da inclusão de alunos com
Adaptações Curriculares Significativas (ACS) nas turmas dos cursos profissionalizantes
(CP) do Ensino Secundário.
O trabalho desenvolvido quis, então, conhecer o que pensam os professores sobre esta
temática, a sua perceção acerca da inclusão destes alunos nas turmas dos cursos
profissionais; os fatores que consideram fundamentais para o sucesso desta inclusão;
os constrangimentos que sentem relativamente à mesma; como encaram as
adaptações curriculares mais frequentes; quais as competências básicas e transversais
essenciais aos alunos com ACS para frequentarem os cursos profissionais e,
finalmente, qual a sua perspetiva sobre as expectativas destes alunos para o futuro.
Para fundamentar a análise das afirmações dos professores, fez-se uma abordagem
teórica ao tema do currículo e diferenciação curricular, à relação entre os professores e
a inclusão e, por fim, à situação portuguesa, designadamente, ao trajeto português
relativamente à inclusão e à escola inclusiva, bem como à extensão da escolaridade
obrigatória ao ensino secundário, com enfoque na situação dos alunos com ACS no
ensino secundário.
Em termos metodológicos, optou-se por um estudo qualitativo, com características de
um Estudo de Caso. Para a recolha de dados, foi selecionado, por conveniência, um
grupo de professores que leciona turmas dos cursos profissionais que incluem alunos
com ACS na escola onde o investigador exerce as suas funções profissionais.
Realizaram-se oito entrevistas semiestruturadas, construídas a partir de um guião
constituído por um conjunto de questões formuladas segundo objetivos e organizadas
por temas. Para analisar os dados, foi utilizada a técnica de análise de conteúdo.
A análise realizada permitiu concluir que os professores são favoráveis à inclusão dos
alunos com ACS na escola regular, ainda que apresentem reservas na
operacionalização desta mesma inclusão. Ainda assim, consideram que a sua inclusão
e frequência neste tipo de cursos poderá constituir a melhor resposta
educativa/formativa para os alunos com este perfil, assim como uma mais-valia para a
sua vida futura pós-escolar - seja ao nível pessoal, social ou profissional.
ABSTRAT An approach to the extension of compulsory education introduces the debate about its consequences, namely in the scope of the inclusion of students with Significant Curricular Adaptations (ACS) in classes of professional courses (CP) in Secondary Schools. Thus, the undertaken work aimed to know what teachers think about this theme, namely their perceptions about the inclusion of students who enjoy ACS in these courses; which factors they consider fundamental for inclusion to succeed; what constraints they experience regarding inclusion; how they understand the most frequent curricular adaptations; what basic and transversal skills are essential for students with ACS in order for them to attend professional courses, and finally what is the teachers perspective about these students expectations for the future. To substantiate the analysis of the teachers' statements, it was adopted a theoretical approach regarding the theme curriculum and its differentiation, the connection between teachers and inclusion and, finally, the Portuguese situation, explicitly, the Portuguese path related to inclusion and inclusive school, as well the extension of compulsory education to secondary school, focusing on the relation of students with ACS with secondary education. In methodological terms, a qualitative study was chosen, as in a Case Study. For the collection of data, it was selected, for convenience, a group of teachers who teach classes in professional courses that include students with ACS in the school where the researcher works. Eight semi-structured interviews were conducted, based on a script consisting of a set of questions formulated according to objectives and organized by themes. To analyze the data it was used the content analysis technique. The analysis made it possible to conclude that teachers are favorable to the inclusion of students with ACS in regular schools, even though they display reservations regarding the operationalization of this same inclusion. Even so, they consider that their inclusion and attendance in this type of courses may constitute the best educational/training response for students with this profile, as well as an added value for the future postschool life of these students, whether on a personal, social or professional level.
ABSTRAT An approach to the extension of compulsory education introduces the debate about its consequences, namely in the scope of the inclusion of students with Significant Curricular Adaptations (ACS) in classes of professional courses (CP) in Secondary Schools. Thus, the undertaken work aimed to know what teachers think about this theme, namely their perceptions about the inclusion of students who enjoy ACS in these courses; which factors they consider fundamental for inclusion to succeed; what constraints they experience regarding inclusion; how they understand the most frequent curricular adaptations; what basic and transversal skills are essential for students with ACS in order for them to attend professional courses, and finally what is the teachers perspective about these students expectations for the future. To substantiate the analysis of the teachers' statements, it was adopted a theoretical approach regarding the theme curriculum and its differentiation, the connection between teachers and inclusion and, finally, the Portuguese situation, explicitly, the Portuguese path related to inclusion and inclusive school, as well the extension of compulsory education to secondary school, focusing on the relation of students with ACS with secondary education. In methodological terms, a qualitative study was chosen, as in a Case Study. For the collection of data, it was selected, for convenience, a group of teachers who teach classes in professional courses that include students with ACS in the school where the researcher works. Eight semi-structured interviews were conducted, based on a script consisting of a set of questions formulated according to objectives and organized by themes. To analyze the data it was used the content analysis technique. The analysis made it possible to conclude that teachers are favorable to the inclusion of students with ACS in regular schools, even though they display reservations regarding the operationalization of this same inclusion. Even so, they consider that their inclusion and attendance in this type of courses may constitute the best educational/training response for students with this profile, as well as an added value for the future postschool life of these students, whether on a personal, social or professional level.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção
de grau de mestre em Educação Especial – Especialidade em Problemas de
Cognição e Multideficiência
Keywords
Adaptações curriculares Ensino secundário Escolaridade obrigatória Inclusão Necessidades educativas especiais Inclusion Significant curricular adaptations Compulsory education Secondary education Professional courses
Citation
Vicente, P. M. (2021). Inclusão de alunos com adaptações curriculares significativas em cursos profissionais no ensino secundário: um estudo caso (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13127
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa