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A promoção de práticas inclusivas na Educação Pré-Escolar. Um estudo de caso
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Abstract(s)
A partir das perceções de um grupo de educadoras de infância, neste estudo refletese sobre a importância da inclusão das crianças com perturbações no desenvolvimento, a frequentar a educação pré-escolar. Neste enquadramento, através de uma abordagem de investigação qualitativa, realizou-se um estudo de caso numa instituição educativa localizada numa cidade do Alto Alentejo, recolhendo dados através de uma entrevista semiestruturada.
A análise e interpretação desses dados possibilitou desocultar as perceções das profissionais, organizando os resultados em oito dimensões principais, a saber: a experiência profissional, as políticas institucionais de inclusão, as estratégias e práticas pedagógicas de inclusão, desafios e barreiras, colaboração com a Equipa Local de Intervenção Precoce, envolvimento dos pais e da comunidade, integração de serviços e sugestões de melhoria.
Conclui-se sobre a importância da inclusão das crianças com perturbação no desenvolvimento, configurando-se a necessidade de: assumir políticas institucionais que orientem as práticas educativas (para que a inclusão não dependa apenas da sensibilidade e ou da experiência das profissionais), a existência de formação para as profissionais que trabalham com estas crianças (para que as mesmas (re)configurem o seu entendimento e fazer educativo), um maior aprofundamento das relações com as famílias e o alargamento das relações com comunidade, incluindo novas possibilidades da relação com a Equipa Local de Intervenção Precoce, assumindo um trabalho mais colaborativo e em continuidade, a fim da inclusão das crianças.
Based on the perceptions of a group of kindergarten teachers, this study reflects on the importance of including children with developmental disorders who attend preschool. Within this framework, using a qualitative research approach, a case study was carried out in an educational institution located in a town in Alto Alentejo, collecting data through a semi-structured interview. The analysis and interpretation of this data made it possible to uncover the perceptions of the professionals, organizing the results into eight main dimensions, namely: professional experience, institutional inclusion policies, pedagogical inclusion strategies and practices, challenges and barriers, collaboration with the Local Early Intervention Team, involvement of parents and the community, integration of services and suggestions for improvement. The conclusion is that the inclusion of children with developmental disorders is important, and that there is a need for: assume institutional policies that guide educational practices (so that inclusion does not depend solely on the sensitivity and or experience of professionals), the existence of training for professionals working with these children (so that they (re)configure their understanding and educational doing), a greater deepening of relations with families and the broadening of relations with the community, including new possibilities of the relationship with the Local Early Intervention Team, assuming a more collaborative and continuous work, in order to include the children.
Based on the perceptions of a group of kindergarten teachers, this study reflects on the importance of including children with developmental disorders who attend preschool. Within this framework, using a qualitative research approach, a case study was carried out in an educational institution located in a town in Alto Alentejo, collecting data through a semi-structured interview. The analysis and interpretation of this data made it possible to uncover the perceptions of the professionals, organizing the results into eight main dimensions, namely: professional experience, institutional inclusion policies, pedagogical inclusion strategies and practices, challenges and barriers, collaboration with the Local Early Intervention Team, involvement of parents and the community, integration of services and suggestions for improvement. The conclusion is that the inclusion of children with developmental disorders is important, and that there is a need for: assume institutional policies that guide educational practices (so that inclusion does not depend solely on the sensitivity and or experience of professionals), the existence of training for professionals working with these children (so that they (re)configure their understanding and educational doing), a greater deepening of relations with families and the broadening of relations with the community, including new possibilities of the relationship with the Local Early Intervention Team, assuming a more collaborative and continuous work, in order to include the children.
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Keywords
Educação inclusiva Perturbação no desenvolvimento Pré-escolar Perceções de Educadoras de Infância Inclusive education Developmental disorders Pre-school education Kindergarten teachers' perceptions