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Advisor(s)
Abstract(s)
O presente estudo visa conhecer os factores que facilitam ou dificultam o
estabelecimento de uma parceria de trabalho entre os docentes titulares de turma e os de
educação especial, no 1.º Ciclo do ensino básico.
Foram realizadas entrevistas a dez professores titulares de turma e dez professores de
educação especial de vinte escolas diferentes no distrito de Lisboa. As respostas foram
agrupadas em três categorias: Imagens da Profissão, Percepção sobre o Suporte
Normativo Vigente e Colaboração entre os Professores Titulares de Turma e os
Professores de Educação Especial.
Os principais resultados permitem-nos concluir que os factores que mais
comprometem o trabalho em equipa são os de natureza pessoal e profissional e, mais
especificamente, os Professores de Educação Especial expressam mais dificuldades na
relação profissional com os seus pares e sentem formada sobre si uma imagem
tendencialmente negativa por parte dos professores titulares de turma. Por outro lado, a
recente legislação em matéria de educação especial comporta, na perspectiva dos
docentes, mais limitações do que vantagens, destacando-se o desfasamento entre as
medidas previstas no normativo e as condições existentes na escola para a sua efectiva
implementação, para além da redução do número de alunos abrangidos pela educação
especial e das consequências ao nível da gestão da sala de aula regular.
Abstract This study aims to understand the factors that facilitate or hamper the establishment of a working partnership between mainstream teachers and special education teachers, on the first grade of basic education. Interviews were conducted with ten teachers holding class and ten special education teachers from twenty different schools in the District of Lisbon. Responses were grouped into three categories: Image of the profession, Perceptions about the Prevailing Regulatory Support and Collaboration among teachers who hold class and special education teachers. The main results allow us to conclude that the factors that most committed teamwork are the personal and professional ones and, more specifically, the special education teachers express more difficulties in professional relationships with peers and feel formed upon a negative image tend on the part of teachers holding class. On the other hand, the recent legislation on special education has, on teachers point of view, more limitations than advantages, specially the gap between the normative and the conditions provided in school for its effective implementation; two other limitations are also pointed: the number of students covered by special education became smaller and this fact brings consequences in managing the regular classroom.
Abstract This study aims to understand the factors that facilitate or hamper the establishment of a working partnership between mainstream teachers and special education teachers, on the first grade of basic education. Interviews were conducted with ten teachers holding class and ten special education teachers from twenty different schools in the District of Lisbon. Responses were grouped into three categories: Image of the profession, Perceptions about the Prevailing Regulatory Support and Collaboration among teachers who hold class and special education teachers. The main results allow us to conclude that the factors that most committed teamwork are the personal and professional ones and, more specifically, the special education teachers express more difficulties in professional relationships with peers and feel formed upon a negative image tend on the part of teachers holding class. On the other hand, the recent legislation on special education has, on teachers point of view, more limitations than advantages, specially the gap between the normative and the conditions provided in school for its effective implementation; two other limitations are also pointed: the number of students covered by special education became smaller and this fact brings consequences in managing the regular classroom.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ciências da Educação - Especialidade Educação Especial
Keywords
Colaboração entre professores Facilitadores da colaboração entre professores Obstáculos à colaboração entre professores Clima de trabalho em equipa Collaboration between teachers Facilitators of collaboration among teachers Obstacles to collaboration between teachers Climate of teamwork
Citation
Perdigão, MCLCM. Facilitadores e obstáculos à colaboração entre os professores titulares de turma e os professores de educação especial no 1º ciclo [Dissertation]. Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa; 2010.