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A autorreflexão como instrumento para a consciencialização das práticas inclusivas
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A promoção de uma escola inclusiva tem vindo, nos últimos anos, a ser objeto de
mudanças significativas, não só em termos legislativos como nas práticas voltadas para a sua
implementação, nomeadamente na preparação das instituições escolares e no
desenvolvimento profissional dos docentes. Este trabalho analisa fundamentos da abordagem
reflexiva sob a perspectiva dos professores do 1.º Ciclo do Ensino Básico, com base nas
experiências por eles vividas. A investigação tem como objetivo compreender de que maneira a
prática pedagógica fundamentada na ação reflexão pode contribuir para o desenvolvimento da
consciência e a implementação de práticas inclusivas. Para tal, adotou-se uma abordagem
metodológica mista, envolvendo a aplicação de um questionário a 109 docentes e a realização
de entrevistas semiestruturadas a 16 docentes. A análise dessas experiências possibilitou a
identificação de práticas mais adequadas e de alternativas didáticas eficazes para enfrentar
situações e problemas recorrentes na promoção da aprendizagem de todos os alunos. Além
disso, contribui para o desenvolvimento de competências técnicas, bem como para a
sensibilização dos docentes em relação às questões éticas e sociais associadas à inclusão.
The promotion of an inclusive school has been the subject of significant changes in recent years, not only in terms of legislation but also in the practices aimed at its implementation, namely in the preparation of school institutions and the professional development of teachers. This work analyses the foundations of the reflective approach from the perspective of elementary school teachers, based on their experiences. The research aims to understand how pedagogical practice based on action-reflection can contribute to the development of awareness and the implementation of inclusive practices. To this end, a mixedmethodological approach was adopted, involving the application of a questionnaire to 109 teachers and semi-structured interviews with 16 additional teachers. The analysis of these experiences made it possible to identify the most effective practices and didactic alternatives for addressing recurring situations and problems in promoting learning for all students. It also contributes to the development of technical skills, as well as raising teachers' awareness of the ethical and social issues associated with inclusion.
The promotion of an inclusive school has been the subject of significant changes in recent years, not only in terms of legislation but also in the practices aimed at its implementation, namely in the preparation of school institutions and the professional development of teachers. This work analyses the foundations of the reflective approach from the perspective of elementary school teachers, based on their experiences. The research aims to understand how pedagogical practice based on action-reflection can contribute to the development of awareness and the implementation of inclusive practices. To this end, a mixedmethodological approach was adopted, involving the application of a questionnaire to 109 teachers and semi-structured interviews with 16 additional teachers. The analysis of these experiences made it possible to identify the most effective practices and didactic alternatives for addressing recurring situations and problems in promoting learning for all students. It also contributes to the development of technical skills, as well as raising teachers' awareness of the ethical and social issues associated with inclusion.