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Publication
Diferenciação e Adaptação do Currículo para alunos com medidas de suporte à aprendizagem e à inclusão no 1. º Ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
A presente dissertação surge no âmbito do Mestrado em Educação Especial – Domínio
Cognitivo e Motor e visa a obtenção do grau de mestre.
As Escolas são contextos pautados por uma grande heterogeneidade de alunos. Os
diferentes ritmos de aprendizagem e de trabalho que coexistem nas salas de aula
exigem a organização de propostas pedagógicas que respeitem esses ritmos e a
seleção de metodologias e estratégias de ensino que auxiliem e cativem todos os alunos
para a aprendizagem.
Isto implica que a Escola e os professores se organizem de modo a que as suas
respostas educativas contemplem a especificidade de cada aluno. Nesta perspetiva, a
diferenciação pedagógica surge como um recurso valioso colocado à disposição dos
docentes por forma a assegurar o processo de inclusão numa Escola Inclusiva.
Assim sendo, este estudo teve como principal objetivo perceber como é que a
problemática da diferenciação pedagógica é entendida e realizada em contexto de sala
de aula em turmas do 1.º Ciclo do Ensino Básico visando a inclusão de alunos com
Medidas de Suporte à Aprendizagem e à Inclusão (MSAI).
Ao nível empírico optou-se pela realização de um estudo de natureza qualitativa. Foram
realizadas entrevistas semiestruturadas a oito Professores Titulares de Turma de uma
escola do 1.º Ciclo do Ensino Básico do Alto Alentejo. A partir da análise de conteúdo
do discurso dos professores, procurou-se compreender como implementam a
diferenciação pedagógica nas turmas que lecionam. O estudo teve como principais
referentes teóricos-conceptuais a literatura científica produzida tanto em Portugal como
no estrangeiro, sobre as temáticas em estudo e o quadro legislativo atualmente em vigor
no sistema educativo português.
Esta investigação permitiu compreender a importância e modos de aplicação da
diferenciação pedagógica no 1.º Ciclo do Ensino Básico, assim como identificar
potencialidades e obstáculos emergentes da sua aplicação, reforçando a adequação
desta estratégia uma vez que permite respeitar os diferentes ritmos de aprendizagem,
possibilita uma efetiva participação de todos e favorece a superação de dificuldades
individuais.
The present dissertation reflects the research develop in the context of the Master Degree in Special Education – Cognitive and Motor Line and aims to obtain the degree of Master. Actually, Schools are contexts to be ruled by a great pupil’s heterogeneity. The different learning and work rhythms that coexist in classrooms require the organization of pedagogical proposals that respect those rhythms and the selection of methodologies and teaching strategies that help and captive all students for learning. This involves that the School and the teachers, organize that educative answers to attend each pupil. In this perspective, pedagogical differentiation seems us a valuable resource at teacher’s disposal to make sure the inclusion process in the Inclusive School. In that case, this study had as its main goal to understand how the problematic of pedagogical differentiation is understood and done through in classroom context in groups of elementary school in order to include students with special needs. At the empirical level a qualitative study was carried out. Through a qualitative methodology, eight semi-struturated interviews had been carried out to teachers of an elementary school of Alto Alentejo. From the analysis of the contents of teachers’ speech, it was aimed to understand how the implementation of the pedagogical differentiation is carried on the class they teach. The conceptual and theoretical background of the project is sustained on the literature produced in Portugal and abroad, as well as on the legal framework in the Portuguese educational system, regarding the studied topic. The results of this research allowed us to understand the importance and ways of applying pedagogical differentiation in elementary school, as well as to identify potentialities and obstacles emerging from its application, reinforcing the adequacy of this strategy as it allows to respect development rhythms, enable the participation of all and favor the overcoming of individual difficulties.
The present dissertation reflects the research develop in the context of the Master Degree in Special Education – Cognitive and Motor Line and aims to obtain the degree of Master. Actually, Schools are contexts to be ruled by a great pupil’s heterogeneity. The different learning and work rhythms that coexist in classrooms require the organization of pedagogical proposals that respect those rhythms and the selection of methodologies and teaching strategies that help and captive all students for learning. This involves that the School and the teachers, organize that educative answers to attend each pupil. In this perspective, pedagogical differentiation seems us a valuable resource at teacher’s disposal to make sure the inclusion process in the Inclusive School. In that case, this study had as its main goal to understand how the problematic of pedagogical differentiation is understood and done through in classroom context in groups of elementary school in order to include students with special needs. At the empirical level a qualitative study was carried out. Through a qualitative methodology, eight semi-struturated interviews had been carried out to teachers of an elementary school of Alto Alentejo. From the analysis of the contents of teachers’ speech, it was aimed to understand how the implementation of the pedagogical differentiation is carried on the class they teach. The conceptual and theoretical background of the project is sustained on the literature produced in Portugal and abroad, as well as on the legal framework in the Portuguese educational system, regarding the studied topic. The results of this research allowed us to understand the importance and ways of applying pedagogical differentiation in elementary school, as well as to identify potentialities and obstacles emerging from its application, reinforcing the adequacy of this strategy as it allows to respect development rhythms, enable the participation of all and favor the overcoming of individual difficulties.
Description
Keywords
Escola Inclusiva Diversidade Conceções dos Professores Diferenciação Curricular e Pedagógica Adaptações Curriculares Inclusive School Diversity Teacher’s Conceptions Curricular and Pedagocical Differentiation Curricular Adjustments