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Publication
Imagens e linguagens da inclusão: como são compreendidas pelas crianças
| Name: | Description: | Size: | Format: | |
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| 1.17 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo teve como objetivo compreender as perceções das crianças sobre a inclusão escolar, identificar as barreiras que enfrentam e explorar as suas sugestões para a melhoria da prática inclusiva nas escolas. Para tal, foi implementada uma metodologia qualitativa, recorrendo a entrevistas semiestruturadas como principal instrumento de recolha de dados.
Participaram nesta investigação treze crianças, organizadas em quatro grupos distintos para a realização das entrevistas. As entrevistas foram conduzidas em grupos focais, privilegiando questões abertas que permitiram às crianças expressarem livremente as suas perceções sobre a inclusão escolar, as dificuldades que identificam no quotidiano educativo e as suas propostas para a construção de um ambiente escolar mais inclusivo.
Os dados recolhidos foram posteriormente submetidos a uma análise de conteúdo rigorosa, que possibilitou a identificação de categorias e padrões nas respostas das crianças, contribuindo para uma compreensão aprofundada das suas perspetivas sobre a inclusão escolar.
Esta análise revelou que as crianças reconhecem a importância fundamental da inclusão no contexto escolar, demonstrando uma compreensão significativa sobre este conceito. Contudo, identificam igualmente barreiras relevantes, tanto ao nível físico como emocional, que comprometem a implementação de uma verdadeira inclusão.
Face aos constrangimentos identificados, os participantes propuseram diversas estratégias para potenciar a inclusão. A análise aprofundada das entrevistas permitiu concluir que, na perspetiva das crianças, a inclusão transcende significativamente as meras adaptações físicas, envolvendo necessariamente a construção de um ambiente escolar emocionalmente seguro, acolhedor e promotor do bem-estar de todos os alunos.
The present study aimed to understand children's perceptions of school inclusion, identify the barriers they face, and explore their suggestions for improving inclusive practices in schools. To achieve this, a qualitative methodology was implemented, using semi-structured interviews as the main data collection instrument. Thirteen children participated in this research, organized into four distinct groups for the interviews. The interviews were conducted in focus groups, favoring open-ended questions that allowed children to freely express their perceptions of school inclusion, the difficulties they identify in everyday educational life, and their proposals for creating a more inclusive school environment. The data collected were subsequently subjected to a rigorous content analysis, which allowed for the identification of categories and patterns in the children's responses, contributing to a deeper understanding of their perspectives on school inclusion. This analysis revealed that the children recognize the fundamental importance of inclusion in the school context, demonstrating a significant understanding of this concept. However, they also identify relevant barriers, both physical and emotional, that compromise the implementation of true inclusion. Faced with the identified constraints, the participants proposed various strategies to enhance inclusion. The in-depth analysis of the interviews led to the conclusion that, from the children's perspective, inclusion significantly transcends mere physical adaptations, necessarily involving the creation of an emotionally safe and welcoming school environment that promotes the well-being of all students.
The present study aimed to understand children's perceptions of school inclusion, identify the barriers they face, and explore their suggestions for improving inclusive practices in schools. To achieve this, a qualitative methodology was implemented, using semi-structured interviews as the main data collection instrument. Thirteen children participated in this research, organized into four distinct groups for the interviews. The interviews were conducted in focus groups, favoring open-ended questions that allowed children to freely express their perceptions of school inclusion, the difficulties they identify in everyday educational life, and their proposals for creating a more inclusive school environment. The data collected were subsequently subjected to a rigorous content analysis, which allowed for the identification of categories and patterns in the children's responses, contributing to a deeper understanding of their perspectives on school inclusion. This analysis revealed that the children recognize the fundamental importance of inclusion in the school context, demonstrating a significant understanding of this concept. However, they also identify relevant barriers, both physical and emotional, that compromise the implementation of true inclusion. Faced with the identified constraints, the participants proposed various strategies to enhance inclusion. The in-depth analysis of the interviews led to the conclusion that, from the children's perspective, inclusion significantly transcends mere physical adaptations, necessarily involving the creation of an emotionally safe and welcoming school environment that promotes the well-being of all students.
Description
Keywords
Inclusão Conceções Crianças 1º Ciclo do Ensino Básico Inclusion Conception Children Primary School