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A reflexão na formação inicial como processo de (re)configuração de perspetivas sobre a educação inclusiva
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Abstract(s)
O presente relatório sintetiza a experiência no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) na Escola Superior de Educação do Instituto Politécnico de Santarém. A primeira parte aborda a caracterização e reflexão sobre práticas e aprendizagens adquiridas em diversos contextos de prática profissional: creche, jardim de infância e 1.º CEB. A segunda parte foca-se no desenvolvimento de um exercício investigativo emergente e ancorado na prática pedagógica, centrando-se na reflexão sobre a formação inicial como um processo de (re)configuração de perspetivas sobre a educação inclusiva. Este estudo de natureza qualitativa desdobrou-se em duas fases distintas. Na primeira fase, foi realizada a análise de dados provenientes de um inquérito por questionário com perguntas abertas, direcionado a vinte estudantes dos cursos de Licenciatura em Educação Básica e de Mestrado em Educação Pré-Escolar e Ensino do 1.º CEB. Na segunda fase, procedeu-se à análise minuciosa dos diários de bordo da investigadora principal, que detalham as narrativas mais relevantes relacionadas com a educação inclusiva, resultantes das experiências de estágio. Os resultados obtidos revelam que, apesar da formação inicial abordar diversos conteúdos teórico-práticos sobre educação inclusiva e diferenciação pedagógica, na prática identificam-se dificuldades na sua promoção em contextos reais. Destaca-se a importância da reflexão contínua sobre a prática ao longo de toda a trajetória profissional, como um elemento crucial para o aprimoramento pedagógico. Adicionalmente, foram identificadas estratégias e metodologias que favorecem o desenvolvimento das competências reflexivas de um educador/professor em fase de formação inicial, contribuindo para uma abordagem mais inclusiva e eficaz nos contextos educativos.
The present report synthesizes the experience of the Master's program in Preschool Education and Teaching of the 1st Cycle of Basic Education at the School of Education, Polytechnic Institute of Santarém. The first part addresses the characterization and reflection on practices and learning acquired in various professional contexts: nursery, kindergarten, and 1st Cycle of Basic Education. The second part focuses on the development of an emergent investigative exercise anchored in pedagogical practice, centering on reflection in initial teacher training as a process of (re)configuring perspectives on inclusive education. This qualitative study unfolded in two distinct phases. In the first phase, data analysis was carried out from a questionnaire survey with open-ended questions, aimed at twenty students from the undergraduate programs in Basic Education and the Master's program in Preschool Education and Teaching of the 1st Cycle of Basic Education. In the second phase, a detailed analysis was conducted of the principal investigator's logbooks, which outline the most relevant narratives related to inclusive education, stemming from internship experiences. The results reveal that, despite initial training addressing various theoretical and practical aspects of inclusive education and pedagogical differentiation, challenges remain in promoting these in real-world contexts. The report highlights the importance of continuous reflection on practice throughout a professional's career as a crucial element for pedagogical improvement. Additionally, strategies and methodologies were identified that enhance the development of reflective skills in educators/teachers in their initial training phase, contributing to a more inclusive and effective approach within educational settings.
The present report synthesizes the experience of the Master's program in Preschool Education and Teaching of the 1st Cycle of Basic Education at the School of Education, Polytechnic Institute of Santarém. The first part addresses the characterization and reflection on practices and learning acquired in various professional contexts: nursery, kindergarten, and 1st Cycle of Basic Education. The second part focuses on the development of an emergent investigative exercise anchored in pedagogical practice, centering on reflection in initial teacher training as a process of (re)configuring perspectives on inclusive education. This qualitative study unfolded in two distinct phases. In the first phase, data analysis was carried out from a questionnaire survey with open-ended questions, aimed at twenty students from the undergraduate programs in Basic Education and the Master's program in Preschool Education and Teaching of the 1st Cycle of Basic Education. In the second phase, a detailed analysis was conducted of the principal investigator's logbooks, which outline the most relevant narratives related to inclusive education, stemming from internship experiences. The results reveal that, despite initial training addressing various theoretical and practical aspects of inclusive education and pedagogical differentiation, challenges remain in promoting these in real-world contexts. The report highlights the importance of continuous reflection on practice throughout a professional's career as a crucial element for pedagogical improvement. Additionally, strategies and methodologies were identified that enhance the development of reflective skills in educators/teachers in their initial training phase, contributing to a more inclusive and effective approach within educational settings.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
educação inclusiva formação inicial reflexão pedagógica Educação Pré-escolar 1.º Ciclo do Ensino Básico inclusive education initial training pedagogical reflection Preschool Education 1st Cycle of Basic Education