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Advisor(s)
Abstract(s)
O presente relatório de estágio surge no âmbito da unidade curricular da Prática Profissional Supervisionada, Módulo II (PPSII), inserida no Plano de Estudos do segundo ano do Mestrado em Educação Pré-Escolar. Este tem como principais objetivos dar a conhecer um contexto educativo inclusivo, expressar as minhas intenções pedagógicas para a ação, refletir e avaliar todo o processo de intervenção da prática pedagógica e relacionar as experiências vividas aos conhecimentos adquiridos ao longo do meu percurso académico, procurando fundamentar as ideologias apresentadas e as questões expostas, com recurso a um referencial teórico.
A PPSII ocorreu num contexto de Jardim de Infância, pertencente ao Ministério da Educação, situado no Concelho de Sintra, numa sala de atividades constituída por um grupo de 20 crianças, com idades compreendidas entre os 4 e os 6 anos. Nesta sala, estavam integradas duas crianças com Necessidades Educativas Especiais (NEE), uma diagnosticada com Perturbação do Espetro do Autismo (PEA) de grau grave e outra diagnosticada com Paralisia Cerebral (PC) e Surdez Neurosensorial Bilateral (SNB).
Sendo o acesso à educação e à igualdade de oportunidades um direito de todas as crianças, este relatório visa a análise do contexto em estudo, reconhecendo as suas potencialidades e fragilidades; perceber quais as estratégias utilizadas e quais as adversidades de todo o processo de ensino, de forma a entender se este está devidamente ajustado para que estas crianças desenvolvam as suas aprendizagens com sucesso. Será, ainda, apresentada e aprofundada a problemática em estudo, que revelou a necessidade de termos um “olhar” verdadeiramente inclusivo, no sentido em que a Escola seja um espaço de todas as crianças e para todas as crianças. O trabalho colaborativo, a comunicação entre os diferentes agentes educativos e uma aprendizagem contínua são fundamentais para a criação de um ambiente inclusivo.
Para finalizar, e com o intuito de fazer uma retrospetiva de toda esta experiência, irei apresentar a minha perspetiva face à construção da identidade docente e refletir sobre a minha prática pedagógica face à intervenção realizada.
ABSTRACT This Internship Report arises following the Supervised Professional Practice course, Module II (PPSII), part of the Master's Program in Pre-School Education syllabus. This has its main purposes, which are giving knowledge about an inclusive educational context, express my own pedagogic intensions for action, reflect and evaluate the whole intervention process of the pedagogic practice and relate the experiences to the acquired knowledge throughout my academic path, all of this underpinned with theoretical references. PPSII occurred in a Kindergarten context, within the Public Educational System, in Sintra, in a classroom formed by a group of 20 children, with ages between 4 and 6 years old. In this classroom, there were included two children with Special Educational Needs (NEE), one diagnosed with Severe Autism Spectrum Disorder (PEA) and one diagnosed with Cerebral Palsy (PC) and Bilateral Neurosensory Deafness (SNB). Being the access to education and equality of opportunities a fundamental right to every child, this Report aims to an analysis of the study context, recognizing its potential and fragilities; to understand which are the used strategies and what are the adversities of the entire education process. This will allow us to understand if the Educational System is properly adjusted in order for the development and success of these children. Also, the presented issue will be analysed in-depth, since it revealed the need of a true inclusive “eye”, and, this way, School will truly be children’s place, and for every children. The collaborative work, the communication between the different educational agents and a continuous learning process are fundamental to the creation of an inclusive environment. To finalize, and with the purpose of making a retrospective of this entire experience, I will state my perspective regarding the teacher’s identity construction and reflect about my educational practice in face of the performed intervention.
ABSTRACT This Internship Report arises following the Supervised Professional Practice course, Module II (PPSII), part of the Master's Program in Pre-School Education syllabus. This has its main purposes, which are giving knowledge about an inclusive educational context, express my own pedagogic intensions for action, reflect and evaluate the whole intervention process of the pedagogic practice and relate the experiences to the acquired knowledge throughout my academic path, all of this underpinned with theoretical references. PPSII occurred in a Kindergarten context, within the Public Educational System, in Sintra, in a classroom formed by a group of 20 children, with ages between 4 and 6 years old. In this classroom, there were included two children with Special Educational Needs (NEE), one diagnosed with Severe Autism Spectrum Disorder (PEA) and one diagnosed with Cerebral Palsy (PC) and Bilateral Neurosensory Deafness (SNB). Being the access to education and equality of opportunities a fundamental right to every child, this Report aims to an analysis of the study context, recognizing its potential and fragilities; to understand which are the used strategies and what are the adversities of the entire education process. This will allow us to understand if the Educational System is properly adjusted in order for the development and success of these children. Also, the presented issue will be analysed in-depth, since it revealed the need of a true inclusive “eye”, and, this way, School will truly be children’s place, and for every children. The collaborative work, the communication between the different educational agents and a continuous learning process are fundamental to the creation of an inclusive environment. To finalize, and with the purpose of making a retrospective of this entire experience, I will state my perspective regarding the teacher’s identity construction and reflect about my educational practice in face of the performed intervention.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
Inclusão Integração Necessidades educativas especiais Educação inclusiva Perturbação do espetro do autismo Paralisia cerebral Inclusion Integration Special educational needs Inclusive education Severe autism spectrum disorder Cerebral palsy
Citation
Gomes, J. R. (2019). Educação inclusiva ou integração de crianças com Necessidades Educativas Especiais? Um estudo numa sala de Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10814
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa