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Medidas de suporte à aprendizagem e à inclusão em Portugal: ouvindo e analisando as opiniões de professores de educação especial
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| 1.7 MB | Adobe PDF |
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Abstract(s)
Um dos marcos mais importantes para a história da Educação Especial, ocorreu após a Declaração Universal dos Direitos Humanos pela ONU (1948), reconhecendo que todas as pessoas possuem o Direito à Educação e uma escolarização digna para Todos. Em termos legislativos, Portugal assumiu o compromisso de inclusão e a readequação de formatos, bem como o reconhecimento da importância do compromisso das escolas para responder às necessidades e potencialidades dos seus alunos. Assim, a questão desta pesquisa centra-se em analisar os desafios da educação inclusiva no que tange às Medidas de Suporte à Aprendizagem e à Inclusão, previstas no Decreto-Lei n.º 54/2018, de 6 de julho. Participaram desta pesquisa, oito participantes, que atuam no distrito de Lisboa. Os dados foram coletados por meio de um questionário sociodemográfico e uma entrevista semiestruturada, individual, online. Os resultados revelaram que a maioria dos docentes percebem fragilidades quanto à objetividade e à clareza do decreto. Enfatizaram que ainda existem barreiras na implementação das medidas na prática, a escassez de recursos humanos, bem como fragilidades nas estratégias pedagógicas e a importância da formação contínua entre os docentes.
One of the most important milestones in the history of Special Education occurred after the UN Universal Declaration of Human Rights (1948), recognizing that all people have the right to education and a dignified schooling for all. In legislative terms, Portugal made a commitment to inclusion and the readjustment of school formats, as well as recognizing the importance of schools' commitment to responding to the needs and potential of their students. Therefore, the question of this research focuses on analyzing the challenges of inclusive education regarding the Measures to Support Learning and Inclusion, provided for in Decree-Law No. 54/2018, of July 6. Eight participants, working in the Lisbon district, participated in this research. Data were collected through a sociodemographic questionnaire and a semi-structured, individual, online interview. The results revealed that most teachers perceive weaknesses in the objectivity and clarity of the decree. They emphasized that there are still barriers to implementing the measures in practice, the shortage of human resources, as well as weaknesses in pedagogical strategies and the importance of continuous training among teachers.
One of the most important milestones in the history of Special Education occurred after the UN Universal Declaration of Human Rights (1948), recognizing that all people have the right to education and a dignified schooling for all. In legislative terms, Portugal made a commitment to inclusion and the readjustment of school formats, as well as recognizing the importance of schools' commitment to responding to the needs and potential of their students. Therefore, the question of this research focuses on analyzing the challenges of inclusive education regarding the Measures to Support Learning and Inclusion, provided for in Decree-Law No. 54/2018, of July 6. Eight participants, working in the Lisbon district, participated in this research. Data were collected through a sociodemographic questionnaire and a semi-structured, individual, online interview. The results revealed that most teachers perceive weaknesses in the objectivity and clarity of the decree. They emphasized that there are still barriers to implementing the measures in practice, the shortage of human resources, as well as weaknesses in pedagogical strategies and the importance of continuous training among teachers.
Description
Keywords
Inclusão Decreto-Lei n.º 54/2018 Medidas de Suporte à Aprendizagem e à Inclusão Educação Especial Inclusion Measures to Support Learning and Inclusion Special Education