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Dificuldades de Aprendizagem: percepções e atitudes dos professores de 1º Ciclo do Ensino Básico
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| 1.11 MB | Adobe PDF |
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Abstract(s)
A educação inclusiva baseia-se no princípio da igualdade e do respeito pela diferença, garantindo a todos os alunos direitos iguais na participação do acto educativo. Efectivamente, a educação inclusiva valoriza todos os alunos, atendendo às suas características, interesses e diferenças, assim como respondendo às necessidades educativas específicas de cada um. Porém, o êxito da educação inclusiva depende da capacidade de resposta dos professores à diversidade na sala de aula e das suas atitudes para lidar com os alunos com necessidades educativas. No âmbito das necessidades educativas, encontram-se as Dificuldades de Aprendizagem as quais constituem um grande desafio para todos os profissionais da educação visto que o seu conceito ainda é um pouco controverso e pouco consensual.
Através do nosso estudo, pretendeu-se avaliar as percepções/atitudes que os professores do 1º ciclo têm face aos alunos com dificuldades de aprendizagem em contexto de sala de aula. Pretendeu-se também analisar a possível relação das atitudes com a auto-eficácia, materiais e espaços físicos existentes na escola e com o trabalho cooperativo entre docentes do ensino regular e do apoio educativo/educação especial. O estudo empírico desenvolveu-se no âmbito de um modelo quantitativo, não experimental, através da aplicação directa de inquéritos por questionários para a recolha de dados. O estudo conta com uma amostra de 264 professores do 1ºCEB a desempenhar funções docentes na região de Lisboa, Setúbal e Matosinhos. Perante a análise da informação recolhida, constatou-se que os docentes apresentam atitudes ligeiramente favoráveis à inclusão, apesar de algumas contradições nas opiniões emitidas pelos mesmos.
Encontrámos uma relação entre a auto-eficácia dos professores e as suas atitudes, estando um maior sentido de auto-eficácia associado a atitudes mais positivas face ao ensino de alunos com dificuldades de aprendizagem. Verificámos que as atitudes são mais positivas quando a percepção dos professores face aos materiais disponíveis e ao trabalho cooperativo entre docentes é mais positiva. Quanto a estas, verificou-se que, na sua maioria os docentes consideraram que as escolas possuíam os materiais necessários à inclusão, assim como a qualidade do trabalho cooperativo existente era muito satisfatória.
The inclusive education is based on the principle of equality and respect of differences, ensuring that all students have equal rights in the educational act participation. Effectively, the inclusive education values all students, independent of their characteristics, interests and differences, as well as responding to the educational needs of each other. However, the inclusive education success depends of teachers capability to respond to diversity in the classroom and their attitudes to deal with students with special educational needs. In the educational needs context, there are the Learning Disabilities which constitute a great challenge for all education professionals because their concept is still controversial and with no consensus. Through our study, we sought to assess the perceptions / attitudes that 1st cycle teachers have towards students with learning disabilities in the class room context. The intention was also to analyze the possible relationship between attitudes and self-efficacy, materials and physical space existing in school and the cooperative work between regular education teachers and educational support / special education. The empirical study was developed as part of a quantitative model, non-experimental, through direct application of questionnaire surveys to collect data. The study has a sample of 264 1st CEB teachers to perform teaching duties in the region of Lisboa, Setúbal and Matosinhos. Given the analysis of information collected, it was found that teachers have slightly positive attitudes to inclusion, despite some contradictions in the views expressed by them. We found a relationship between the self-efficacy of teachers and their attitudes, with a greater sense of self-efficacy associated to more positive attitudes to teaching students with learning difficulties. We found that attitudes are more positive when the perception of teachers face to available materials and cooperative work among teachers is more positive. As for these, it was found that mostly teachers consider that schools had the necessary materials to the inclusion, as well as the quality of existing cooperative work was very satisfactory.
The inclusive education is based on the principle of equality and respect of differences, ensuring that all students have equal rights in the educational act participation. Effectively, the inclusive education values all students, independent of their characteristics, interests and differences, as well as responding to the educational needs of each other. However, the inclusive education success depends of teachers capability to respond to diversity in the classroom and their attitudes to deal with students with special educational needs. In the educational needs context, there are the Learning Disabilities which constitute a great challenge for all education professionals because their concept is still controversial and with no consensus. Through our study, we sought to assess the perceptions / attitudes that 1st cycle teachers have towards students with learning disabilities in the class room context. The intention was also to analyze the possible relationship between attitudes and self-efficacy, materials and physical space existing in school and the cooperative work between regular education teachers and educational support / special education. The empirical study was developed as part of a quantitative model, non-experimental, through direct application of questionnaire surveys to collect data. The study has a sample of 264 1st CEB teachers to perform teaching duties in the region of Lisboa, Setúbal and Matosinhos. Given the analysis of information collected, it was found that teachers have slightly positive attitudes to inclusion, despite some contradictions in the views expressed by them. We found a relationship between the self-efficacy of teachers and their attitudes, with a greater sense of self-efficacy associated to more positive attitudes to teaching students with learning difficulties. We found that attitudes are more positive when the perception of teachers face to available materials and cooperative work among teachers is more positive. As for these, it was found that mostly teachers consider that schools had the necessary materials to the inclusion, as well as the quality of existing cooperative work was very satisfactory.
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Keywords
Dificuldades de aprendizagem Atitudes Educação Inclusiva Auto-eficácia Trabalho cooperativo Inclusive education Learning disabilities Attitudes Self-efficacy Cooperative work