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Advisor(s)
Abstract(s)
Em 2018, novas orientações na política educativa foram introduzidas no nosso país, o Decreto-Lei nº54/2018, propondo mudanças que geraram desafios e novas perspetivas nas práticas dos professores do 1º ciclo e de educação especial.
Tendo em conta a pergunta de partida - Qual a perceção dos agentes educativos de um agrupamento de escolas sobre as práticas desenvolvidas no centro de apoio à aprendizagem no processo de promoção da inclusão dos alunos (1ºciclo)? - definiu-se o seguinte objetivo geral: Conhecer a perceção dos agentes educativos de um Agrupamento de escolas sobre as práticas desenvolvidas pelo Centro de Apoio à Aprendizagem (CAA-1ºciclo) e a contribuição dessas práticas para o processo de inclusão dos alunos.
O estudo insere-se no paradigma interpretativo e recorre à metodologia qualitativa, tomando a forma de um estudo de caso. Foram feitas entrevistas a docentes do 1ºciclo, docentes de educação especial colocados no CAA, à coordenadora de educação especial e ao diretor do agrupamento de escolas.
Os resultados destacam contributos positivos fragilidades e atribuídos pelos participantes aos novos diplomas legais, ao processo de inclusão no Agrupamento de Escolas e ao CAA. Conclui-se que os docentes demonstram uma perspetiva a favor da inclusão escolar e que procuram desenvolver práticas a fim de dar respostas adequadas e eficazes aos alunos com necessidades/situações problemáticas graves. A análise dos resultados permite ainda concluir que o trabalho colaborativo entre docentes é fundamental para garantir práticas eficazes no CAA e atingir-se o seu fim último que é o sucesso educativo dos alunos.
Palavras
ABSTRACT In 2018, new guidelines in educational policy were introduced in our country, the Decree-Law nº54/2018, proposing changes that generated challenges and new perspectives in teaching in primary school and with children with special needs. Getting into the starting question - What is the perception of the educational agents in our school environment about the practices developed in the learning of the process of promoting the inclusion of students (primary school)? The following general objective was defined: we want to check the perception of educational agents in our school environment on the practices developed by the Learning Support Center (CAA - primary school) and the contribution of these practices in the process of inclusion of these Kind of students. The study is part of the interpretive paradigm and uses qualitative methodology, taking the form of a case study. Interviews were made with primary school teachers, that work with children with special needs, the teacher that coordinates this center (CAA) and the director of the school cluster. The results are positive contributions, and weaknesses attributed by the participants to the new legal diplomas, in the process of inclusion in the Agrupamento de Escolas and the CAA. We concluded that teachers demonstrate a perspective in favor of school inclusion and that they are still seeking to develop practices in order to provide adequate and effective responses to students with serious needs and serious problematic situations. The analysis of the results also allows us to conclude that collaborative work between teachers is essential to ensure effective practices in the CAA and to achieve its ultimate goal, which is the educational success of students.
ABSTRACT In 2018, new guidelines in educational policy were introduced in our country, the Decree-Law nº54/2018, proposing changes that generated challenges and new perspectives in teaching in primary school and with children with special needs. Getting into the starting question - What is the perception of the educational agents in our school environment about the practices developed in the learning of the process of promoting the inclusion of students (primary school)? The following general objective was defined: we want to check the perception of educational agents in our school environment on the practices developed by the Learning Support Center (CAA - primary school) and the contribution of these practices in the process of inclusion of these Kind of students. The study is part of the interpretive paradigm and uses qualitative methodology, taking the form of a case study. Interviews were made with primary school teachers, that work with children with special needs, the teacher that coordinates this center (CAA) and the director of the school cluster. The results are positive contributions, and weaknesses attributed by the participants to the new legal diplomas, in the process of inclusion in the Agrupamento de Escolas and the CAA. We concluded that teachers demonstrate a perspective in favor of school inclusion and that they are still seeking to develop practices in order to provide adequate and effective responses to students with serious needs and serious problematic situations. The analysis of the results also allows us to conclude that collaborative work between teachers is essential to ensure effective practices in the CAA and to achieve its ultimate goal, which is the educational success of students.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial – ramo de Problemas de Cognição e Multideficiência
Keywords
Decreto-Lei nº 54/2018 Escola Inclusiva Centro de Apoio à Aprendizagem Perceções docentes Decree-Law nº54/2018 Inclusive school Teacher perceptions Learning support center
Citation
Cordeiro, A. C. O. (2022). O centro de apoio à aprendizagem no processo de inclusão (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15702