| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.92 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Tornar todas as escolas em ambientes inclusivos é uma demanda da sociedade contemporânea, embora seja percebida por alguns como uma ideia utópica. Para alcançar essa visão, é essencial um esforço coletivo constante, indo além das normativas vigentes, investindo na construção de uma escola inclusiva por meio de medidas educativas que promovam a participação ativa da comunidade escolar, alinhadas aos princípios éticos fundamentais. Nesse sentido, a cooperação entre Diretores, Coordenadores e professores garante que a escola se torne inclusiva para todos os alunos. O objetivo deste estudo foi explorar as perceções dos Diretores e Coordenadores sobre o papel dos professores de educação especial (PEE) na construção de uma Escola Inclusiva. Procurou-se compreender as visões desses profissionais sobre o papel dos PEE nesse processo; analisar as semelhanças e diferenças nas suas perceções e identificar a interligação entre as perspetivas, os projetos educativos dos agrupamentos e a legislação atual sobre Educação Inclusiva. Utilizando uma abordagem qualitativa e interpretativa, através de um estudo de caso múltiplo, centrado em dois agrupamentos, foram utilizadas várias técnicas de recolha de dados, incluindo entrevistas semidiretivas e análise documental. Os resultados revelaram que, na visão dos participantes, a escola procura criar as condições necessárias ao acesso, participação e sucesso de todos os alunos. Tanto Diretores quanto Coordenadores reconhecem a importância fundamental dos PEE, considerando-os como “especialistas", "consultores" e "capacitadores", desempenhando um papel multifacetado ao proporcionar o “tradicional” apoio individualizado aos alunos e ao colaborar com todos os intervenientes educativos para criar uma escola inclusiva e coesa.
Promoting inclusive environments in all schools is imperative in a contemporary society, even though may be perceived by some as a utopian idea. To achieve this vision, is essential a constant collective effort, beyond current normative, investing in the construction of an inclusive school by means of educative measures that promote active participation of schooler community, aligned with the fundamental ethical principles. In this sense, the cooperation between directors, coordinators and professors will guarantee an inclusive school for all students. The aim of this study is to explore the perceptions of both directors and coordinators about the role of special education teacher (SET) in the construction of an inclusive school. For this purpose, it was sought to understand the visions of this professionals about SET in this process; analyze the similarities and differences between perceptions; and identify the interconnections between perspectives, the educational projects of school groupings and the current legislation about inclusive education. Applying a qualitative and interpretative approach, through a multiple case study centered in two school groupings, several data collection techniques were used including semi direct interviews and documental analysis. The results revealed that, in the participant’s vision, schools' search to creating the necessary conditions of access, participation and success of all students. Both directors and coordinators recognize the fundamental importance of SET, considering them specialists, consultants and capacitors, performing a multifaceted role in allowing an individualized traditional support to students, and on collaborating with all education stakeholders to create a cohesive and inclusive school.
Promoting inclusive environments in all schools is imperative in a contemporary society, even though may be perceived by some as a utopian idea. To achieve this vision, is essential a constant collective effort, beyond current normative, investing in the construction of an inclusive school by means of educative measures that promote active participation of schooler community, aligned with the fundamental ethical principles. In this sense, the cooperation between directors, coordinators and professors will guarantee an inclusive school for all students. The aim of this study is to explore the perceptions of both directors and coordinators about the role of special education teacher (SET) in the construction of an inclusive school. For this purpose, it was sought to understand the visions of this professionals about SET in this process; analyze the similarities and differences between perceptions; and identify the interconnections between perspectives, the educational projects of school groupings and the current legislation about inclusive education. Applying a qualitative and interpretative approach, through a multiple case study centered in two school groupings, several data collection techniques were used including semi direct interviews and documental analysis. The results revealed that, in the participant’s vision, schools' search to creating the necessary conditions of access, participation and success of all students. Both directors and coordinators recognize the fundamental importance of SET, considering them specialists, consultants and capacitors, performing a multifaceted role in allowing an individualized traditional support to students, and on collaborating with all education stakeholders to create a cohesive and inclusive school.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial Ramo: Problemas de Cognição e Multideficiência
Keywords
Educação inclusiva Escola inclusiva Líder inclusivo Lideranças intermédias Papel do professor de Educação Especial. Inclusive education Inclusive school Inclusive leader Intermediate leaderships Role of the special education teacher
Citation
Duarte, A. J. C. (2023). Papel do professor de educação especial na construção de uma escola inclusiva: perceções de diretores e coordenadores (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17057