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Abstract(s)
Sabendo que a inclusão em contexto escolar é um direito, a presente investigação pretende contribuir para o corpo de conhecimento acerca das perspetivas dos atores educativos sobre inclusão dando voz à criança com desenvolvimento atípico e seus pares. Esta é uma linha de investigação emergente no campo da educação especial, é importante porque permite adicionar a perspetiva da criança, enquanto ser capaz de participar e pensar sobre inclusão, à dos profissionais de educação e pais já bastante estudada. Realizou--se um estudo de caso que pretendeu responder à questão: “O que pensam as crianças do 3.º ano de escolaridade, de uma escola do 1.º Ciclo do Ensino Básico, sobre inclusão a tempo integral de uma criança com Paralisia Cerebral (PC) no ensino regular e que papel assumem nesse processo?”. Procurou-se: (i) analisar que perceção têm as crianças participantes no estudo sobre a inclusão de um aluno com PC; (ii) analisar o papel dos pares no processo de inclusão desse aluno e (iii) caracterizar como se sente o aluno no dia a dia com os pares. No estudo participaram 23 crianças do 3.º ano do 1º Ciclo do Ensino Básico (1.º CEB) com Desenvolvimento Típico (DT) e uma criança com PC. A recolha de dados envolveu várias técnicas: (i) observação não participante; (ii) entrevistas semiestruturadas; (iii) narrativas visuais; (iv) registo de incidentes críticos e (v) análise de redes sociais. Os dados recolhidos foram analisados, sobretudo, com recurso à análise de conteúdo. Os dados do estudo sugerem que as crianças participantes possuíam uma visão muito concreta do que é inclusão: estar incluído significa aprender e brincar juntos, partilhar os mesmos espaços e fazer as mesmas coisas, ainda que com ajudas. Para elas, TODOS têm o direito a aprender e a brincar juntos. Os pares desempenham um papel relevante neste processo, ao facilitar e promover a participação do colega com PC nas atividades do dia-a-dia escolar. Da análise dos dados decorreu ainda que o aluno com PC se sentia acolhido e feliz na escola, apreciando particularmente os momentos de brincadeira com os pares. Dar voz às crianças foi fundamental para se analisar a inclusão do ponto de vista das próprias.
Knowing that inclusion in the school context is a right, this research aims to contribute to the body of knowledge about the perspectives of educational actors on inclusion by giving a voice to children with atypical development and their peers. This is an emerging line of research in the field of special education, and it is important because it allows us to add the child's perspective, as a being capable of participating and thinking about inclusion, to the perspective of education professionals and parents, which has already been studied extensively. A case study was carried out with the aim of answering the question: "What do children in the third year of school at a primary school think about the full-time inclusion of a child with Cerebral Palsy (CP) in mainstream education and what role do they play in this process?". The aim was to: (i) analyse the perceptions of the children taking part in the study about the inclusion of a pupil with CP; (ii) analyse the role of peers in the process of including this pupil and (iii) characterize how the pupil feels daily with their peers. The study involved 23 children from the 3rd year of the 1st Cycle of Basic Education (1st CEB) with Typical Development (TD) and one child with CP. Data collection involved various techniques: (i) non-participant observation; (ii) semi-structured interviews; (iii) visual narratives; (iv) critical incident recording and (v) social network analysis. The data collected was mainly analyzed using content analysis. The data from the study suggests that the participating children had a very concrete vision of what inclusion is: being included means learning and playing together, sharing the same spaces and doing the same things, even with help. For them, EVERYONE has the right to learn and play together. Peers play an important role in this process, by facilitating and promoting the participation of peers with CP in day-to-day school activities. The analysis of the data also showed that the pupil with CP felt welcome and happy at school, and particularly enjoyed playing with his peers. Giving children a voice was fundamental to analyzing inclusion from their point of view.
Knowing that inclusion in the school context is a right, this research aims to contribute to the body of knowledge about the perspectives of educational actors on inclusion by giving a voice to children with atypical development and their peers. This is an emerging line of research in the field of special education, and it is important because it allows us to add the child's perspective, as a being capable of participating and thinking about inclusion, to the perspective of education professionals and parents, which has already been studied extensively. A case study was carried out with the aim of answering the question: "What do children in the third year of school at a primary school think about the full-time inclusion of a child with Cerebral Palsy (CP) in mainstream education and what role do they play in this process?". The aim was to: (i) analyse the perceptions of the children taking part in the study about the inclusion of a pupil with CP; (ii) analyse the role of peers in the process of including this pupil and (iii) characterize how the pupil feels daily with their peers. The study involved 23 children from the 3rd year of the 1st Cycle of Basic Education (1st CEB) with Typical Development (TD) and one child with CP. Data collection involved various techniques: (i) non-participant observation; (ii) semi-structured interviews; (iii) visual narratives; (iv) critical incident recording and (v) social network analysis. The data collected was mainly analyzed using content analysis. The data from the study suggests that the participating children had a very concrete vision of what inclusion is: being included means learning and playing together, sharing the same spaces and doing the same things, even with help. For them, EVERYONE has the right to learn and play together. Peers play an important role in this process, by facilitating and promoting the participation of peers with CP in day-to-day school activities. The analysis of the data also showed that the pupil with CP felt welcome and happy at school, and particularly enjoyed playing with his peers. Giving children a voice was fundamental to analyzing inclusion from their point of view.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial
Keywords
Inclusão escolar Paralisia cerebral 1º ciclo do ensino básico Crianças Papel dos pares School inclusion Cerebral palsy Primary school Giving children a voice Role of peers
Citation
Constantino, M. I. R. (2023). O olhar e o papel das crianças no processo de inclusão escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16560