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Publication
Construindo caminhos para a inclusão: desafios e oportunidades no ensino e formação profissional
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| 3.03 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A educação, no âmbito das Ciências da Educação - Administração Educacional, visa a inclusão educativa e social, o acesso e o sucesso académicos, a promoção da autonomia e da estabilidade emocional, bem como a igualdade de oportunidades e a participação de todos, com todos e para todos. De acordo com o Decreto-Lei n.º 55/2018, de 6 de julho, que estabelece os princípios orientadores de operacionalização do currículo e da avaliação das aprendizagens, em articulação com o Decreto-Lei n.º 54/2018, de 6 de julho que regula o regime jurídico da educação inclusiva e procura garantir que o Perfil dos Alunos à Saída da Escolaridade Obrigatória seja atingido por todos, consagra-se uma abordagem integrada e contínua do percurso escolar, assegurando uma educação de qualidade ao longo da escolaridade obrigatória. O ensino e formação profissional (EFP), regem-se pela aplicabilidade e articulação dos referidos Decretos-Leis. Este estudo pretendeu avaliar os desafios e oportunidades identificados pelos professores/as face às práticas inclusivas no ensino e formação profissional. Desenvolveu-se, na etapa de diagnostico, uma pesquisa exploratória com as características de um estudo de caso, de natureza qualitativo e quantitativo (misto). O estudo contou com a participação de 23 professores/as1 das escolas do ensino e formação profissional da sub-região da Lezíria do Tejo. Como métodos de recolha de dados, foram utilizados um questionário no Google Forms, entrevista semidiretiva e análise documental. Os resultados apontam para a necessidade de investir na formação de professores/as no ensino e formação profissional ao nível da educação inclusiva, na melhoria dos recursos materiais de apoio à comunicação, horas de apoio e acompanhamento aos alunos/as2 insuficientes e escassez de recursos humanos qualificados. Sugerimos, a implementação de um plano interventivo de formação no âmbito da educação inclusiva em contexto para os professores/as.
Education, within the scope of Education Sciences - Educational Administration, aims at educational and social inclusion, academic access and success, the promotion of autonomy and emotional stability, as well as equal opportunities and the participation of all, with all and for all. In accordance with Decree-Law no. 55/2018, of 6 July, which establishes the guiding principles for the operationalisation of the curriculum and the assessment of learning, in conjunction with Decree-Law no. 54/2018, of 6 July, which regulates the legal framework for inclusive education and seeks to ensure that the Profile of Students Leaving Compulsory Schooling is achieved by all, an integrated and continuous approach to the school journey is enshrined, ensuring quality education throughout compulsory schooling. Vocational education and training (VET) are governed by the applicability and articulation of these Decree-Laws. This project aimed to assess the challenges and opportunities identified by teachers in relation to inclusive practices in vocational education and training. The diagnostic stage involved exploratory research with the characteristics of a case study, of a qualitative and quantitative (mixed) nature. The study involved 23 teachers from vocational education and training schools in the Lezíria do Tejo sub-region. A questionnaire on Google Forms, semi-directive interviews and document analysis were used as data collection methods. The results point to the need for teacher training in teaching and professional training in inclusive education in order to better manage diversity, a lack of materials and resources to support communication, insufficient hours of support and accompaniment for pupils and a shortage of qualified human resources. We suggest implementing an interventionist training plan for teachers.
Education, within the scope of Education Sciences - Educational Administration, aims at educational and social inclusion, academic access and success, the promotion of autonomy and emotional stability, as well as equal opportunities and the participation of all, with all and for all. In accordance with Decree-Law no. 55/2018, of 6 July, which establishes the guiding principles for the operationalisation of the curriculum and the assessment of learning, in conjunction with Decree-Law no. 54/2018, of 6 July, which regulates the legal framework for inclusive education and seeks to ensure that the Profile of Students Leaving Compulsory Schooling is achieved by all, an integrated and continuous approach to the school journey is enshrined, ensuring quality education throughout compulsory schooling. Vocational education and training (VET) are governed by the applicability and articulation of these Decree-Laws. This project aimed to assess the challenges and opportunities identified by teachers in relation to inclusive practices in vocational education and training. The diagnostic stage involved exploratory research with the characteristics of a case study, of a qualitative and quantitative (mixed) nature. The study involved 23 teachers from vocational education and training schools in the Lezíria do Tejo sub-region. A questionnaire on Google Forms, semi-directive interviews and document analysis were used as data collection methods. The results point to the need for teacher training in teaching and professional training in inclusive education in order to better manage diversity, a lack of materials and resources to support communication, insufficient hours of support and accompaniment for pupils and a shortage of qualified human resources. We suggest implementing an interventionist training plan for teachers.
Description
Mestrado em Ciências da Educação/Administração Educacional
Keywords
ensino e formação profissional currículo educação inclusiva professores vocational education curriculum inclusive education teachers