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Práticas de diferenciação pedagógica com alunos com necessidades educativas especiais: práticas e desafios em contexto de sala de aula do 2.º Ciclo
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Orientador(es)
Resumo(s)
Uma Escola que se diz Inclusiva, para atender à diversidade dos alunos com e
sem NEE, deve proceder à implementação de práticas pedagógicas diferenciadas nas
salas de aula, permitindo o sucesso educativo de todos alunos. É neste sentido, que o
nosso trabalho pretende conhecer as práticas pedagógicas implementadas pelos
docentes com os seus alunos.
Sendo esta investigação um estudo qualitativo, recorremos à entrevista
semiestruturada como instrumento de recolha de dados de informação. Foram
entrevistados quinze docentes das disciplinas teóricas do 2º Ciclo. A entrevista
decorreu no ambiente natural da escola sede, onde todos os docentes exercem a sua
actividade. Também foi utilizado um questionário para efectuarmos a caracterização
demográfica dos participantes do estudo.
Pela análise dos dados, podemos verificar que a maioria dos docentes realiza
práticas de diferenciação pedagógica com os seus alunos, embora apresente alguns
constrangimentos com falta de tempo, falta de recursos, turmas numerosas e
problemas de comportamento.
An Inclusive School said to meet the diversity of students with and without special needs, should proceed with the implementation of differentiated teaching practices in the classroom, allowing for the educational success of all students. In this sense, our work aims to understand the pedagogical practices used by teachers with their students. This research is a qualitative study, in which we used the semistructured interview instrument as a data collection tool. We interviewed fifteen teachers of the 2nd cycle. The interview took place in the natural environment of the school premises, where all the teachers work. We also used a questionnaire to make the demographic characterization of the study participants. For the analysis of the data, we can see that the majority of teachers held differentiated teaching practices with their students, although with some constraints due to lack of time, lack of resources, large classes and behavior problems.
An Inclusive School said to meet the diversity of students with and without special needs, should proceed with the implementation of differentiated teaching practices in the classroom, allowing for the educational success of all students. In this sense, our work aims to understand the pedagogical practices used by teachers with their students. This research is a qualitative study, in which we used the semistructured interview instrument as a data collection tool. We interviewed fifteen teachers of the 2nd cycle. The interview took place in the natural environment of the school premises, where all the teachers work. We also used a questionnaire to make the demographic characterization of the study participants. For the analysis of the data, we can see that the majority of teachers held differentiated teaching practices with their students, although with some constraints due to lack of time, lack of resources, large classes and behavior problems.
Descrição
Palavras-chave
Diferenciação Pedagógica Escola Inclusiva Necessidades Educativas Especiais Educational Differentiation Special Educational Needs Inclusive School