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Publication
Níveis de inclusão e equidade em agrupamentos de escolas do distrito de Setúbal: dois estudos de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.85 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Após a publicação do “Perfil dos Alunos à Saída da Escolaridade Obrigatória” (DGE, 2017),
Portugal engendrou uma política pública para a promoção da autonomia e da flexibilidade
curricular, da educação inclusiva, do sucesso educativo, da cidadania e desenvolvimento,
entre outras. Os reflexos desta política observam-se nos indicadores de inclusão e equidade,
que se encontram em níveis diferentes e variam de escola para escola. O objetivo desta
investigação foi identificar em que níveis de Inclusão e Equidade estão dois Agrupamentos
de escolas do distrito de Setúbal, segundo a apreciação dos seus Diretores e das suas
Lideranças Intermédias, e segundo os seus documentos orientadores. Para estudar os dois
“agrupamentos-caso”, um dos instrumentos foi o “Quadro de Revisão” do “Manual para
garantir Inclusão e Equidade na Educação” (Unesco, 2019), criado para auxiliar países a
examinarem como a inclusão e a equidade figuram nas suas políticas e práticas. O quadro
conta com indicadores distribuídos em 4 dimensões e em 3 níveis de inclusão e equidade
(inicial, intermédio e avançado). Adaptamos este instrumento para examinar não um país,
mas um agrupamento de escolas. O outro instrumento foi a análise documental, onde
identificamos a existência destes mesmos indicadores nos documentos orientadores dos
agrupamentos. Os resultados mostram que os respondentes do Agrupamento A atribuem o
nível mais avançado a um maior número de indicadores de inclusão e equidade. Encontramos
também um maior número destes indicadores espelhados nos documentos deste
Agrupamento. No Agrupamento B, encontramos menos indicadores nos documentos e os
níveis atribuídos pelos respondentes a cada indicador prevalecem entre os níveis intermédio
e avançado. Por fim, ressaltamos que a situação pandémica impediu a realização das
entrevistas, observações e Focus Groups, limitando a abrangência e a profundidade da
análise qualitativa que esta investigação pretendia inicialmente atingir.
After de publication of “Perfil dos Alunos à Saída da Escolaridade Obrigatória” (DGE, 2017), Portugal created a public policy to promote autonomy and curricular flexibility, inclusive education, educational success, citizenship, and development, among others. The consequences of this policy are observed in inclusion and equity indicators, that are present in different levels and fluctuate between schools. The goal of this research was the identification of the Inclusion and Equity levels of two School Groups from the Setúbal district, according to their Principals and Intermediate Leaderships and their guiding documents. To study the two “Groups-case”, one of the tools was the “Review Framework” of “A guide for ensuring inclusion and equity in education” (UNESCO, 2019), created to help countries to inspect how inclusion and equity are comprised in their policies and practices. The framework includes indicators that are distributed in 4 dimensions and 3 inclusion and equity levels (initial, medium and advanced). We adapted this tool to test the school groups instead of a country. The other tool was the document analysis, where we identify the existence of the same indicators in the school groups guiding documents. The results show that the participants from School Group A assign the advanced level to a higher number of inclusion and equity indicators. We also detect a higher number of these indicators in the School Group A documents. In School Group B, we find fewer indicators in the documents and the attributed levels to each indicator by the participants are between the medium and advanced levels. Finally, we highlight that the pandemic situation hindered the realization of interviews, observations and Focus Group, limiting the scope and depth of the qualitative analysis that this research initially intended to achieve
After de publication of “Perfil dos Alunos à Saída da Escolaridade Obrigatória” (DGE, 2017), Portugal created a public policy to promote autonomy and curricular flexibility, inclusive education, educational success, citizenship, and development, among others. The consequences of this policy are observed in inclusion and equity indicators, that are present in different levels and fluctuate between schools. The goal of this research was the identification of the Inclusion and Equity levels of two School Groups from the Setúbal district, according to their Principals and Intermediate Leaderships and their guiding documents. To study the two “Groups-case”, one of the tools was the “Review Framework” of “A guide for ensuring inclusion and equity in education” (UNESCO, 2019), created to help countries to inspect how inclusion and equity are comprised in their policies and practices. The framework includes indicators that are distributed in 4 dimensions and 3 inclusion and equity levels (initial, medium and advanced). We adapted this tool to test the school groups instead of a country. The other tool was the document analysis, where we identify the existence of the same indicators in the school groups guiding documents. The results show that the participants from School Group A assign the advanced level to a higher number of inclusion and equity indicators. We also detect a higher number of these indicators in the School Group A documents. In School Group B, we find fewer indicators in the documents and the attributed levels to each indicator by the participants are between the medium and advanced levels. Finally, we highlight that the pandemic situation hindered the realization of interviews, observations and Focus Group, limiting the scope and depth of the qualitative analysis that this research initially intended to achieve
Description
Keywords
Gestão e Administração Escolar Inclusão e Equidade Autonomia e Flexibilidade Curricular Pandemia de COVID-19 School Management and Administration Inclusion and Equity Curricular Autonomy and Flexibility COVID-19 Pandemic