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Publication
Educação Inclusiva: Operacionalização do Decreto-lei n.º 54/2018 - Contributos a uma reflexão
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Advisor(s)
Abstract(s)
O Decreto-lei n.º 54/2018 (DL), com a primeira alteração pela Lei n.º 116/2019,
estabelece os princípios e as normas que garantem a inclusão, enquanto processo que visa
responder à diversidade do público escolar. Como todas as mudanças educativas, este
normativo apresenta um conjunto de alterações a nível estrutural, organizacional e
pedagógico, o que causou alguma inquietação na classe docente. A introdução deste
normativo legal, apesar de ter estado em discussão pública, não permitiu espaço às escolas
para se apropriarem do mesmo antes da sua implementação. Assim, surgiram discussões,
dúvidas e anseios acerca das alterações introduzidas. Neste contexto, surgiu a razão deste
estudo, o qual pretende perceber como é que está a ser operacionalizado o referido
Decreto-lei e quais os constrangimentos que ainda existem nas escolas.
Os instrumentos de recolha de dados foram a análise das interações, entre
docentes, no período entre 2018-2020, explanadas no Espaço 54- Grupo de Apoio à
Educação Inclusiva, criado na rede social Facebook, e a aplicação de um questionário
online direcionado a docentes, ao qual responderam 93 participantes. Este questionário
encontra-se organizado em blocos, versando a sua legitimação, a caracterização
sociodemográfica dos inquiridos, a perceção dos docentes sobre a operacionalização do
DL, forças, constrangimentos e desafios. Para o tratamento dos dados conjugaram-se duas
abordagens, qualitativa e quantitativa.
Analisados os resultados obtidos, podemos inferir que a falta de formação e de
recursos, bem como a cultura organizacional, são fraquezas que encontramos na
implementação de uma educação inclusiva. Há ainda caminho por desbravar para que se
construa uma responsabilidade coletiva na (re)construção de uma escola de todos, para
todos e com todos.
The Decree-law n.º 54/2018 (DL), with the first amendment by Law n.º 116/2019, establishes the principles and norms that guarantee inclusion, as a process that aims to respond to the diversity of the public school. Like all educational changes, this regulation presents a set of alterations at a structural, organizational and pedagogical level, which causes some uneasiness in the teaching class. The introduction of this legal norm, despite being under public discussion, did not allow schools to take ownership of it before its implementation. Thus, discussions, doubts and anxieties about the changes introduced arose. In this context, the reason for this study gained even more importance, which aims to understand how the Decree-law is being operationalized and which constraints still exist in schools. The data collection instruments were the analysis of interactions between teachers in the period between 2018 and 2020, shared in “Espaço 54 - Grupo de Apoio à Educação Inclusiva”, an established group at social network Facebook, and the application of an online questionnaire directed at teachers, to which 93 participants responded. This questionnaire is structured into blocks, respectively the legitimacy of the questionnaire, the socio-demographic characterization, the teachers' perception of the operationalization of the DL, strengths, constraints, and challenges. For the data treatment, two approaches were combined, qualitative and quantitative. According with the results obtained, we can infer that lack of training and resources, as well as the organizational culture, are weaknesses that we find in the implementation of an inclusive education. There is still a way to go in order to build a collective responsibility in the (re)construction of a school of all, for all and with all.
The Decree-law n.º 54/2018 (DL), with the first amendment by Law n.º 116/2019, establishes the principles and norms that guarantee inclusion, as a process that aims to respond to the diversity of the public school. Like all educational changes, this regulation presents a set of alterations at a structural, organizational and pedagogical level, which causes some uneasiness in the teaching class. The introduction of this legal norm, despite being under public discussion, did not allow schools to take ownership of it before its implementation. Thus, discussions, doubts and anxieties about the changes introduced arose. In this context, the reason for this study gained even more importance, which aims to understand how the Decree-law is being operationalized and which constraints still exist in schools. The data collection instruments were the analysis of interactions between teachers in the period between 2018 and 2020, shared in “Espaço 54 - Grupo de Apoio à Educação Inclusiva”, an established group at social network Facebook, and the application of an online questionnaire directed at teachers, to which 93 participants responded. This questionnaire is structured into blocks, respectively the legitimacy of the questionnaire, the socio-demographic characterization, the teachers' perception of the operationalization of the DL, strengths, constraints, and challenges. For the data treatment, two approaches were combined, qualitative and quantitative. According with the results obtained, we can infer that lack of training and resources, as well as the organizational culture, are weaknesses that we find in the implementation of an inclusive education. There is still a way to go in order to build a collective responsibility in the (re)construction of a school of all, for all and with all.
Description
Keywords
DL 54/2018 Educação Inclusiva Diversidade Formação Inclusive Education Diversity Training