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A educação inclusiva na prática de ensino supervisionada: o papel das narrativas no processo de (auto)formação
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Abstract(s)
O presente relatório síntese foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Escola Superior de Educação do Instituto Politécnico de Santarém. A primeira parte diz respeito à caracterização e reflexão sobre as experiências e as aprendizagens adquiridas nos vários contextos de prática profissional. A segunda parte centra-se na componente investigativa, apresentando um exercício investigativo focado na reflexão sobre práticas de educação inclusiva no contexto de iniciação à prática, com base num processo de autoformação a partir de narrativas. Este estudo de natureza qualitativa seguiu um processo investigativo-reflexivo-formativo. As narrativas de (auto)formação realizaram-se a partir de instrumentos de autorreflexão disponibilizados pelo Manual de Apoio à Prática de Educação Inclusiva (2018), sendo estes intitulados de Anexo 2, Anexo 7, Anexo 8 e Anexo 9. Os resultados indicam que as narrativas foram um importante suporte para o processo de investigação, reflexão e (auto)formação, uma vez que permitiram identificar dificuldades e potencialidades no exercício da prática pedagógica, concretamente, no que diz respeito à diferenciação educativa e desenho universal da aprendizagem, planificação e intencionalidade pedagógica.
This final report was prepared under the Master's degree in Education Preschool and Teaching of the 1st Cycle of Basic Education at the Escola Superior de Educação of Instituto Politécnico de Santarém. The first part concerns the characterization and reflection on experiences and learning in the several contexts of professional practice. The second part focuses on the investigative component, presenting an investigative exercise focused on reflection about inclusive education practices in the context of initiation to practice, based on a process of self-formation from narratives.This qualitative study followed an investigative-reflexive-formative process. The narratives of (self)formation were carried out from self-reflection instruments available by the Manual de Apoio à Prática de Educação Inclusiva (2018), these being entitled as Anexo 2, Anexo 7, Anexo 8 and Anexo 9. The results indicate that the narratives were an important support for the process of research, reflection and (self)training as they allowed us to identify difficulties and potentialities in the exercise of pedagogical practice, specifically with regard to educational differentiation and the universal design of learning, planning and pedagogical intentionality.
This final report was prepared under the Master's degree in Education Preschool and Teaching of the 1st Cycle of Basic Education at the Escola Superior de Educação of Instituto Politécnico de Santarém. The first part concerns the characterization and reflection on experiences and learning in the several contexts of professional practice. The second part focuses on the investigative component, presenting an investigative exercise focused on reflection about inclusive education practices in the context of initiation to practice, based on a process of self-formation from narratives.This qualitative study followed an investigative-reflexive-formative process. The narratives of (self)formation were carried out from self-reflection instruments available by the Manual de Apoio à Prática de Educação Inclusiva (2018), these being entitled as Anexo 2, Anexo 7, Anexo 8 and Anexo 9. The results indicate that the narratives were an important support for the process of research, reflection and (self)training as they allowed us to identify difficulties and potentialities in the exercise of pedagogical practice, specifically with regard to educational differentiation and the universal design of learning, planning and pedagogical intentionality.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
educação inclusiva narrativas de formação formação inicial autorregulação da aprendizagem inclusive education formation narratives initial training and self-regulation of learning