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A intervenção da equipa multidisciplinar de apoio à educação inclusiva. Um estudo de caso
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A presente dissertação analisa a intervenção da Equipa Multidisciplinar de Apoio à Educação Inclusiva (EMAEI), no contexto das escolas públicas portuguesas, face às transformações promovidas no Decreto-Lei nº54/2018. O mesmo veio reforçar o paradigma da educação inclusiva, centrado na equidade, participação e respeito pela diversidade. O estudo baseia-se na literatura sobre educação inclusiva e organização escolar, sendo justificado pela necessidade de compreender o contributo da EMAEI na operacionalização das medidas de suporte à aprendizagem e à inclusão. Tem como objetivo geral caracterizar e analisar as práticas da EMAEI na promoção da inclusão, identificando os principais contributos e desafios percebidos pelos seus intervenientes.
Metodologicamente, trata-se de um estudo de caso qualitativo realizado num agrupamento de escolas (AE) do centro de Portugal. Participaram 6 profissionais (docentes de educação especial, docente da direção, coordenador da EMAEI, psicóloga e educadora social). A recolha de dados incluiu entrevistas semiestruturadas, observação direta e análise documental, sendo que os mesmos foram submetidos a uma análise de conteúdo.
Os resultados evidenciam que a EMAEI assume um papel central na identificação de necessidades, no planeamento de medidas pedagógicas diferenciadas e na articulação entre docentes, famílias e recursos internos e externos. Contudo, destacam-se constrangimentos como a falta de tempo para o trabalho colaborativo, a sobrecarga administrativa e a insuficiência de formação especializada.
Conclui-se que a eficácia da intervenção da EMAEI depende de fatores organizacionais favoráveis, de investimento na capacitação dos seus membros e do reconhecimento institucional do seu papel estratégico na construção de uma escola inclusiva.
This dissertation analyses the intervention of the Multidisciplinary Team to Support Inclusive Education (EMAEI) in Portuguese public schools, in the context of the changes introduced by Decree-Law No.54/2018. This legislation reinforces the paradigm of inclusive education, grounded in equity, participation and respect for diversity. The study is based on the literature on inclusive education and school organisation and is justified by the need to understand the contribution of the EMAEI to the operationalisation of measures to support learning and inclusion. Its main objective is to characterise and analyse the practices of the EMAEI in the promotion of inclusion, identifying the main contributions and challenges perceived by its members. Methodologically, this is a qualitative case study carried out in a school cluster located in central Portugal. The participants were six professionals (special education teachers, a member of the school leadership, the EMAEI coordinator, a psychologist and a social educator). Data were collected through semi-structured interviews, direct observation and document analysis, and were subjected to content analysis. The results show that the EMAEI plays a central role in ide notifying student’s needs, planning differentiated pedagogical measures and promoting articulation between teachers, families and internal and external resources, there by contributing to more adequate educational responses. However, constraints were identified, namely the lack of time for collaborative work, administrative overload and insufficient specialised training. It is concluded that the effectiveness of the EMAEI’s intervention depends on favourable organizational conditions, investment in the professional development of its members, and institutional recognition of its strategic role in building an inclusive school.
This dissertation analyses the intervention of the Multidisciplinary Team to Support Inclusive Education (EMAEI) in Portuguese public schools, in the context of the changes introduced by Decree-Law No.54/2018. This legislation reinforces the paradigm of inclusive education, grounded in equity, participation and respect for diversity. The study is based on the literature on inclusive education and school organisation and is justified by the need to understand the contribution of the EMAEI to the operationalisation of measures to support learning and inclusion. Its main objective is to characterise and analyse the practices of the EMAEI in the promotion of inclusion, identifying the main contributions and challenges perceived by its members. Methodologically, this is a qualitative case study carried out in a school cluster located in central Portugal. The participants were six professionals (special education teachers, a member of the school leadership, the EMAEI coordinator, a psychologist and a social educator). Data were collected through semi-structured interviews, direct observation and document analysis, and were subjected to content analysis. The results show that the EMAEI plays a central role in ide notifying student’s needs, planning differentiated pedagogical measures and promoting articulation between teachers, families and internal and external resources, there by contributing to more adequate educational responses. However, constraints were identified, namely the lack of time for collaborative work, administrative overload and insufficient specialised training. It is concluded that the effectiveness of the EMAEI’s intervention depends on favourable organizational conditions, investment in the professional development of its members, and institutional recognition of its strategic role in building an inclusive school.
Descrição
Mestrado em Administração Educacional
Palavras-chave
intervenção multidisciplinar EMAEI educação inclusiva práticas colaborativas necessidades educativas especiais. multidisciplinary intervention EMAEI inclusive education collaborative practices special educational needs