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Inclusão de crianças com necessidades educativas na educação pré-escolar e no 1º ciclo do ensino básico
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O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB) na Escola Superior de Educação do Instituto Politécnico de Santarém, sendo composto por três partes. A primeira parte do relatório é composta por uma análise/reflexão relativamente ao percurso desenvolvido nas várias Práticas de Ensino Supervisionadas (PES), nomeadamente, nos contextos de Creche, Jardim de Infância e 1.º CEB. Esta parte é composta pela caracterização dos vários contextos educativos bem como dos projetos, implementados nos vários contextos de estágio, destacando ainda duas atividades em cada contexto que evidenciam aprendizagens importantes. Por último, apresento uma reflexão sobre todo o percurso profissional desenvolvido ao longo destes dois anos. A segunda parte do relatório é composta pelo exercício investigativo, apresentando como foco a inclusão de crianças com necessidades educativas (NE) em contexto de Educação Pré-escolar e 1.º CEB. Sendo composta pelos seguintes tópicos: percurso de desenvolvimento investigativo, questões de investigação, objetivos do exercício investigativo, revisão da literatura e os aspetos metodológicos, onde se inclui o tipo de estudo, os participantes, os instrumentos de recolha de dados, os procedimentos investigativos e a análise dos dados. O exercício investigativo contempla uma investigação de natureza qualitativa e os dados foram recolhidos através da implementação de entrevistas semiestruturadas, a duas educadoras de infância e duas professoras do 1.º CEB, através do preenchimento de grelhas de observação implementadas no contexto de 1.º CEB, na turma de 1.º e 2.º anos de escolaridade e na turma de 3.º e 4.º anos de escolaridade e recorrendo à análise dos diários de bordo e reflexões elaboradas ao longo dos vários contextos. Os dados obtidos permitiram-me concluir que as educadoras de infância e as professoras do 1.º CEB conseguem descrever o conceito de NE e têm conhecimento das diferentes NE que existem, manifestando-se a favor da inclusão e enumerando um conjunto de práticas que beneficiam essa mesma inclusão. Contudo, este não é um caminho linear uma vez que são apontados vários aspetos que dificultam essa inclusão tais como: a falta de meios, a falta de respostas do Ministério da Educação, a falta de tempo disponibilizado aos técnicos e o número elevado de crianças por turma/grupo. Ao analisar as grelhas de observação pude constatar que as crianças com NE necessitam de um apoio mais individualizado para alcançarem os objetivos, atitudes e competências expressos nas aprendizagens essenciais (AE) – Ensino Básico.
This report was prepared within the scope of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education (CEB) at the School of Education of the Polytechnic Institute of Santarém, consisting of three parts. The first part of the report consists of an analysis / reflection on the path taken in the various Supervised Teaching Practices (PES), namely in the contexts of Daycare, Kindergarten and 1st CEB. This part consists of the characterization of the various educational contexts as well as the projects implemented in the various internship contexts, highlighting two activities in each context that highlight important learning. Finally, I present a reflection on the entire professional career developed over these two years. The second part of the report consists of the research exercise, focusing on the inclusion of children with educational needs (NE) in the context of Preschool and 1st CEB. It is composed of the following topics: research development path, research questions, research exercise objectives, literature review and methodological aspects, including type of study, participants, data collection instruments, investigative procedures and data analysis. The research exercise includes a qualitative research and the data were collected through the implementation of semi-structured interviews with two kindergarten teachers and two teachers from the 1st CEB, by filling in observation grids implemented in the context of the 1st CEB. , in the class of 1st and 2nd years of schooling and in the class of 3rd and 4th years of schooling and using the analysis of logbooks and reflections elaborated throughout the various contexts. The data obtained allowed me to conclude that kindergartens and teachers of the 1st CEB can describe the concept of NE and are aware of the different NE that exist, expressing themselves in favor of inclusion and enumerating a set of practices that benefit this same inclusion. However, this is not a linear path as several aspects that hinder this inclusion are pointed out such as: lack of means, lack of answers from the Ministry of Education, lack of time available to technicians and the high number of children per class / group. By analyzing the observation grids, I found that children with EN need more individualized support to achieve the goals, attitudes and skills expressed in the essential learning (AE) - Basic Education.
This report was prepared within the scope of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education (CEB) at the School of Education of the Polytechnic Institute of Santarém, consisting of three parts. The first part of the report consists of an analysis / reflection on the path taken in the various Supervised Teaching Practices (PES), namely in the contexts of Daycare, Kindergarten and 1st CEB. This part consists of the characterization of the various educational contexts as well as the projects implemented in the various internship contexts, highlighting two activities in each context that highlight important learning. Finally, I present a reflection on the entire professional career developed over these two years. The second part of the report consists of the research exercise, focusing on the inclusion of children with educational needs (NE) in the context of Preschool and 1st CEB. It is composed of the following topics: research development path, research questions, research exercise objectives, literature review and methodological aspects, including type of study, participants, data collection instruments, investigative procedures and data analysis. The research exercise includes a qualitative research and the data were collected through the implementation of semi-structured interviews with two kindergarten teachers and two teachers from the 1st CEB, by filling in observation grids implemented in the context of the 1st CEB. , in the class of 1st and 2nd years of schooling and in the class of 3rd and 4th years of schooling and using the analysis of logbooks and reflections elaborated throughout the various contexts. The data obtained allowed me to conclude that kindergartens and teachers of the 1st CEB can describe the concept of NE and are aware of the different NE that exist, expressing themselves in favor of inclusion and enumerating a set of practices that benefit this same inclusion. However, this is not a linear path as several aspects that hinder this inclusion are pointed out such as: lack of means, lack of answers from the Ministry of Education, lack of time available to technicians and the high number of children per class / group. By analyzing the observation grids, I found that children with EN need more individualized support to achieve the goals, attitudes and skills expressed in the essential learning (AE) - Basic Education.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
necessidades educativas educação inclusiva estratégias educação pré-escolar 1º ciclo do ensino básico educational needs inclusive education strategies preschool education 1st cycle of basic education