| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.76 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este estudo surgiu da prática profissional da investigadora enquanto docente num agrupamento que integra a rede das Escolas de Referência para a Educação Bilingue (EREB), onde o dia a dia tornou emergente a necessidade de compreender de forma mais detalhada os desafios da inclusão de alunos surdos. Com o objetivo de analisar o contributo do educador social neste processo, desenvolveu-se um estudo de caso que articula a análise dos documentos orientadores do agrupamento, em particular as orientações e medidas de política para a inclusão de alunos surdos, com as representações dos professores do 1.º Ciclo do Ensino Básico. A investigação inserida no paradigma interpretativo procurou identificar como a política educativa local enquadra a resposta bilingue a alunos surdos e de que modo os docentes reconhecem (ou não) os contributos do educador social no processo de inclusão desses alunos em contexto escolar. Os resultados evidenciam que, embora a inclusão esteja valorizada ao nível normativo, persistem fragilidades na colaboração interprofissional e nas dinâmicas de interação entre pares surdos e ouvintes. Os professores destacam, contudo, o potencial do educador social para reforçar práticas inclusivas e aprofundar a articulação entre escola, família e comunidade. O estudo conclui que a integração do educador social pode constituir um contributo relevante para ambientes mais inclusivos, apontando caminhos para investigações futuras.
This study emerged from the researcher’s professional practice as a teacher in a school cluster that forms part of the network of reference schools for bilingual education, where daily experience made evident the need to understand, in greater depth, the challenges associated with the inclusion of deaf children. With the aim of analysing the contribution of the social educator to this process, a case study was developed that combines the analysis of the school cluster’s policy documents, particularly the guidelines and measures concerning the inclusion of deaf children, with the perceptions of teachers of primary education. The research sought framed within an interpretative paradigm to identify how local educational policy frames the bilingual provision for deaf children and the extent to which teachers recognise (or do not recognise) the contributions of the social educator to the inclusion of these children in the school context. The findings indicate that, although inclusion is valued at a normative level, weaknesses persist in interprofessional collaboration and in the interaction dynamics between deaf and hearing peers. Teachers nevertheless highlight the potential of the social educator to strengthen inclusive practices and to deepen the links between school, family and community. The study concludes that the integration of the social educator can constitute a meaningful contribution to more inclusive educational environments, indicating directions for future research.
This study emerged from the researcher’s professional practice as a teacher in a school cluster that forms part of the network of reference schools for bilingual education, where daily experience made evident the need to understand, in greater depth, the challenges associated with the inclusion of deaf children. With the aim of analysing the contribution of the social educator to this process, a case study was developed that combines the analysis of the school cluster’s policy documents, particularly the guidelines and measures concerning the inclusion of deaf children, with the perceptions of teachers of primary education. The research sought framed within an interpretative paradigm to identify how local educational policy frames the bilingual provision for deaf children and the extent to which teachers recognise (or do not recognise) the contributions of the social educator to the inclusion of these children in the school context. The findings indicate that, although inclusion is valued at a normative level, weaknesses persist in interprofessional collaboration and in the interaction dynamics between deaf and hearing peers. Teachers nevertheless highlight the potential of the social educator to strengthen inclusive practices and to deepen the links between school, family and community. The study concludes that the integration of the social educator can constitute a meaningful contribution to more inclusive educational environments, indicating directions for future research.
Descrição
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Social e Intervenção Comunitária
Palavras-chave
Educação inclusiva Educação social Alunos surdos Escolas de referência para a educação bilingue Inclusive education Social education Deaf children Reference schools for bilingual education
Contexto Educativo
Citação
Ferro, A. F. C. (2025). Contributos do educador social para a inclusão de alunos surdos do 1.º CEB: representações dos professores [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22914