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Educação inclusiva e liderança: o papel do diretor de agrupamento de escolas
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| 1.41 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A educação inclusiva apresenta-se hoje como um desafio à escola tal como a concebemos. Todo o processo de ensino aprendizagem deve ser pautado pelos princípios da igualdade de oportunidades educativas e sociais a que todos têm direito.
O quadro legislativo que prevê esta inclusão tem vindo a sofrer alterações ao longo do tempo, mas o lema de Uma escola para Todos tem-se mantido, porque sempre se defendeu uma maior responsabilização da escola para o processo de inclusão de alunos com algum tipo de NEE.
Um objetivo tão amplo, na opinião de Correia (2005) só pode ser alcançado se houver colaboração e cooperação entre todos os intervenientes do processo educativo dos alunos, designadamente líderes da escola, professores, profissionais especializados, alunos e respetivas famílias.
Este artigo dá conta de alguns resultados de um estudo de caso no qual se procurou conhecer a importância da liderança, em particular dos diretores de escolas, no desenvolvimento de práticas, culturas e políticas promotoras de uma educação inclusiva de qualidade assim como verificar o modo como os documentos estruturantes de um agrupamento espelham essas mesmas políticas.
Inclusive education is today a challenge to schools as we conceive them. The whole process of teaching and learning should be guided by the principles of equal educational and social opportunities to that all students are entitled. The legislative framework which supports inclusion suffered changes over time, but the motto of A School for All has remained, defending a greater school responsibility to the process of inclusion of students with some sort of SEN. Such a broad goal, in the opinion of Correia (2005) can only be achieved if there is collaboration and cooperation among all the stakeholders in the educational process of students, including school leaders, teachers, specialized professionals, students and families. This paper presents some results of a case study trying to understand the importance of leadership, in particular of school principals in the development of practices, cultures and policies that promote inclusive education of quality as well as checking how the structuring documents reflect these same policies.
Inclusive education is today a challenge to schools as we conceive them. The whole process of teaching and learning should be guided by the principles of equal educational and social opportunities to that all students are entitled. The legislative framework which supports inclusion suffered changes over time, but the motto of A School for All has remained, defending a greater school responsibility to the process of inclusion of students with some sort of SEN. Such a broad goal, in the opinion of Correia (2005) can only be achieved if there is collaboration and cooperation among all the stakeholders in the educational process of students, including school leaders, teachers, specialized professionals, students and families. This paper presents some results of a case study trying to understand the importance of leadership, in particular of school principals in the development of practices, cultures and policies that promote inclusive education of quality as well as checking how the structuring documents reflect these same policies.
Description
Keywords
educação inclusiva educação especial necessidades especiais políticas educativas liderança inclusiva Inclusive education special education special education needs education policy educational leadership