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Publication
A escola inclusiva: estudo de caso num agrupamento de escolas
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Advisor(s)
Abstract(s)
A presente investigação tem por objetivo estudar a forma como a gestão mobiliza as políticas
e as práticas na comunidade educativa para implementar o processo de inclusão dos alunos
com necessidades específicas, (NE) na escola. O estudo questiona as políticas e as práticas
que estiveram na base da construção da escola inclusiva (EI) de um agrupamento de escolas
e perceber a forma como a gestão escolar articula os projetos de inclusão com o Projeto
Educativo do Agrupamento (PEA).
Utilizou-se uma abordagem qualitativa, com a participação de vários sujeitos e destaque para
o diretor do agrupamento, a coordenadora da equipa multidisciplinar de apoio à educação
inclusiva (EMAEI) e um grupo de trinta professores, norteado pela questão de investigação
de saber que políticas e práticas são mobilizadas pela liderança do agrupamento no processo
de inclusão dos alunos com NE.
Parte-se da premissa de que, se queremos uma política inclusiva de educação, as lideranças
superiores e intermédias devem implementar ambientes diferenciados e significativos,
valorizadores das aprendizagens e da autonomia dos alunos. Nesta perspetiva a gestão assume
importância, quer na organização, quer no funcionamento da escola no seu todo, pela
necessidade de implementação de um currículo aberto e flexível às necessidades dos alunos,
assim como pela urgência em alocar recursos humanos e organizacionais através de equipas
(EMAEI) e dos centros de apoio à aprendizagem (CAA).
A recolha de dados realizou-se através de entrevistas, com roteiros previamente elaborados,
às lideranças de escola e de questionários aos professores, recorrendo-se à análise de conteúdo
por categorias para analisar os dados dos inquiridos.
Os resultados do estudo sugerem que a gestão promove a divulgação de (EI) perante a
comunidade educativa. Precisa ainda de realizar uma revisão dos seus documentos,
nomeadamente, do Projeto Educativo e do Regimento Interno, com uma linguagem mais
aproximada do Decreto-Lei n.º 54/2018, de 6 de julho. Também realizar a alocação ao nível
da afetação dos recursos humanos, materiais e equipamentos específicos para que se promova
a formação especializada a Professores e técnicos operacionais.
This research aims to study how management mobilizes policies and practices in the educational community to implement the process of inclusion of students with specific needs, (NE) in school. The study questions the policies and practices that undertook the construction of an inclusive school (EI) of a group of schools and understands how school management articulates inclusion projects with the GroupIng Educational Project (PEA). A qualitative approach was used, with the participation of several subjects and highlighted by the director of the group, the coordinator of the multidisciplinary team to support inclusive education (EMAEI) and a group of thirty teachers, based on the question of research of knowing what policies and practices are mobilized by the leadership of the group in the process of inclusion of students with EN. It is based on the premise that, if we want an inclusive education policy, senior and intermediate leaders must implement differentiated and meaningful environments that value learning and student autonomy. In this perspective, management is important, both in the organization and in the functioning of the school as a whole, for the need to implement an open and flexible curriculum to the needs of students, as well as for the urgency of allocating human and organizational resources through teams (EMAEI) and learning support centers (CAA). Data collection was carried out through interviews, with previously elaborated scripts, to school leaders and questionnaires to teachers, using content analysis by categories to analyze the data of respondents. The results of the study suggest that management promotes the dissemination of (EI) to the educational community. It also needs to carry out a review of its documents, namely the Educational Project and the Internal Rules, with a more approximate language of Decree-Law No. 54/2018 of 6 July. Also make the allocation at the level of the allocation of human resources, materials and specific equipment to promote specialized training to teachers and operational technicians.
This research aims to study how management mobilizes policies and practices in the educational community to implement the process of inclusion of students with specific needs, (NE) in school. The study questions the policies and practices that undertook the construction of an inclusive school (EI) of a group of schools and understands how school management articulates inclusion projects with the GroupIng Educational Project (PEA). A qualitative approach was used, with the participation of several subjects and highlighted by the director of the group, the coordinator of the multidisciplinary team to support inclusive education (EMAEI) and a group of thirty teachers, based on the question of research of knowing what policies and practices are mobilized by the leadership of the group in the process of inclusion of students with EN. It is based on the premise that, if we want an inclusive education policy, senior and intermediate leaders must implement differentiated and meaningful environments that value learning and student autonomy. In this perspective, management is important, both in the organization and in the functioning of the school as a whole, for the need to implement an open and flexible curriculum to the needs of students, as well as for the urgency of allocating human and organizational resources through teams (EMAEI) and learning support centers (CAA). Data collection was carried out through interviews, with previously elaborated scripts, to school leaders and questionnaires to teachers, using content analysis by categories to analyze the data of respondents. The results of the study suggest that management promotes the dissemination of (EI) to the educational community. It also needs to carry out a review of its documents, namely the Educational Project and the Internal Rules, with a more approximate language of Decree-Law No. 54/2018 of 6 July. Also make the allocation at the level of the allocation of human resources, materials and specific equipment to promote specialized training to teachers and operational technicians.
Description
Keywords
Gestão Escolar Escola Inclusiva e Políticas Públicas Necessidades específicas (NE) Equipa multidisciplinar de apoio à educação inclusiva (EMAEI) Lideranças School Management Inclusive School and Public Policies Specific needs (NE) Multidisciplinary support team for inclusive education (EMAEI) Leaders