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O Novo Regime Jurídico da Educação Inclusiva, que melhorias e dasafios? As opiniões de docentes do 1º ciclo do ensino básico e de docentes de educação especial
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Abstract(s)
O presente trabalho teve como propósito analisar as perceções de cinco professores titulares de turma do 1ºCEB e de dois professores de Educação Especial quanto à adequação das alterações introduzidas pelo Novo Regime Jurídico da Educação Inclusiva (Decreto Lei n.º 54/2018, de 6 de julho), com base nas suas práticas pedagógicas. Assim, como objetivos procurou-se: por um lado, caracterizar, de um ponto de vista teórico, a evolução das abordagens adotadas para proporcionar uma educação escolar às crianças com NEE; por outro lado, conhecer os pontos fortes e fragilidades que professores titulares do 1.º CEB e professores de Educação Especial identificam no atual (e novo) Regime Jurídico da Educação Inclusiva (NRJEI), em comparação com o modelo anterior (DL n.º 3/2008, de 7 de janeiro) e face à sua experiência pedagógica; e ainda, conhecer as opiniões dos docentes sobre as condições necessárias para uma resposta adequada aos requisitos do novo enquadramento e as suas expectativas quanto ao sucesso da operacionalização do NRJEI. Para responder aos objetivos propostos, realizou-se um estudo qualitativo exploratório centrado num estabelecimento escolar do concelho de Lisboa. Os dados foram recolhidos por entrevista semi diretiva e sujeitos a análise de conteúdo. Os resultados destacam contributos positivos, fragilidades e possíveis melhorias atribuídos pelos participantes ao NRJEI. Será pertinente o alargamento, em estudos futuros, deste tipo de trabalho a um maior e mais diverso grupo de professores e/ou encarregados de educação de forma a obter uma visão abrangente sobre esta questão.
The present study analyzes the perceptions of five primary teachers and two special education teachers regarding the adequacy of the measures introduced by the new legal framework for Inclusive Education (Decree Law No. 54/2018 of 6th July), on basis of their pedagogical practices. Three main objectives were defined for the study. The first, was to characterize, from a theoretical point of view, the evolution of the approaches adopted to provide school education for children with Special Educative Necessities (SEN). The second objective was to identify the strengths and weaknesses that primary teachers and special education teachers identify in the current (and new) Inclusive Education Legal Framework (IELF), compared to the previous model and according to their pedagogical experience. The third objective was to understand the teachers' opinions about the necessary conditions for an adequate response to the requirements of the new legal framework and their expectations regarding its successful implementation. In order to achieve the proposed objectives, an exploratory qualitative study was performed in a school establishment, in Lisbon. Data was collected by semi directive interviews and subjected to content analysis. The results highlight the contributions, weaknesses and desirable improvements pointed out by the participants who daily perform their pedagogical work under the current normative framework. It will be appropriate to extend this work in future studies to a larger and more diverse group of teachers and/or parents in order to gain a more comprehensive view of this issue.
The present study analyzes the perceptions of five primary teachers and two special education teachers regarding the adequacy of the measures introduced by the new legal framework for Inclusive Education (Decree Law No. 54/2018 of 6th July), on basis of their pedagogical practices. Three main objectives were defined for the study. The first, was to characterize, from a theoretical point of view, the evolution of the approaches adopted to provide school education for children with Special Educative Necessities (SEN). The second objective was to identify the strengths and weaknesses that primary teachers and special education teachers identify in the current (and new) Inclusive Education Legal Framework (IELF), compared to the previous model and according to their pedagogical experience. The third objective was to understand the teachers' opinions about the necessary conditions for an adequate response to the requirements of the new legal framework and their expectations regarding its successful implementation. In order to achieve the proposed objectives, an exploratory qualitative study was performed in a school establishment, in Lisbon. Data was collected by semi directive interviews and subjected to content analysis. The results highlight the contributions, weaknesses and desirable improvements pointed out by the participants who daily perform their pedagogical work under the current normative framework. It will be appropriate to extend this work in future studies to a larger and more diverse group of teachers and/or parents in order to gain a more comprehensive view of this issue.
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Keywords
NEE, Educação Especial, inclusão, Novo Regime Jurídico da Educação Inclusiva. Special Educational Necessities, Special Education, Inclusion, New Legal Framework for Inclusive Education.