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Inclusão de crianças com necessidades educativas específicas na escola do Ensino Básico Bengala Branca em Guiné-Bissau
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Abstract(s)
Este estudo busca refletir sobre o processo da educação inclusiva na Guiné-Bissau, de crianças e jovens com necessidade educativa específicas, tendo por referência a inclusão social e educacional na Escola de Ensino Básico Bengala Branca, investigando assim a concretização da política de inclusão educativa como forma de inserção social no país.
A metodologia adotada neste estudo apresenta uma natureza qualitativa com um pendor interpretativo. Os instrumentos de recolha de dados consistiram numa entrevista semiestruturada a quatro professores da Escola de Ensino Básico Bengala Branca, a qual, devido aos problemas de comunicação, resultou numa entrevista estruturada, respondida por escrito pelos participantes no estudo. A análise de dados foi constituída através de três categorias: (i) Escola Bengala Branca; (ii) Pedagogia na Escola Bengala Branca; e (iii) Educação Inclusiva na Escola Bengala Branca.
Os resultados deste estudo apontam para a peculiaridade da instituição escolar, na conjuntura do país, sendo uma referência política no contexto da inclusão, apesar das dificuldades financeiras em pagar os professores, em garantir o transporte à população escolar e em adquirir recursos didáticos e pedagógicos para o ensino das crianças com necessidades educativas específicas. O estudo realça também a necessidade de formação específica dos docentes, particularmente sobre inclusão educativa, numa escola diferenciada, que dá os primeiros passos na transformação dos processos de integração nos princípios de inclusão educativa de todas as crianças e jovens guineenses.
A reflexão sobre a necessidade de processo inclusivo nas escolas de Guiné-Bissau, alerta para a compreensão das dificuldades das instituições e dos professores na busca de novas soluções, com vista a atenuar as complexidades inerentes à melhoria da qualidade de ensino das crianças e jovens com necessidades educativas específicas do país.
This study seeks to reflect on the process o f inclusive education in Guinea Bissau for children and young people with specific educational needs, with reference to social and educational inclusion at the Bengala Branca Primary School, thus investigating the realisation of the policy of educational i nclusion as a form of social inclusion in the country. The methodology adopted in this study is qualitative in nature with an interpretative slant. The data collection instruments consisted of a semi structured interview with four teachers from the Bengala Branca Primary School, which, due to communication problems, resulted in a structured interview, answered in writing by the study participants. The data was analysed using three categories: (i) Bengala Branca School; (ii) Pedagogy at Bengala Branca School ; and (iii) Inclusive Education at Bengala Branca School. The results of this study point to the peculiarity of the school, in the context of the country, being a political reference in the context of inclusion, despite the financial difficulties in paying teachers, guaranteeing transport for the school population and acquiring teaching and pedagogical resources for teaching children with specific educational needs. The study also emphasises the need for specific training for teachers, particularly on educa tional inclusion, in a differentiated school, which is taking the first steps towards transforming the integration processes into principles of educational inclusion for all Guinean children and young people. Reflection on the need for an inclusive process in Guinea Bissau's schools alerts us to an understanding of the difficulties faced by institutions and teachers in the search for new solutions, with a view to mitigating the complexities inherent in improving the quality of teaching for children and youn g people with specific educational needs in the country.
This study seeks to reflect on the process o f inclusive education in Guinea Bissau for children and young people with specific educational needs, with reference to social and educational inclusion at the Bengala Branca Primary School, thus investigating the realisation of the policy of educational i nclusion as a form of social inclusion in the country. The methodology adopted in this study is qualitative in nature with an interpretative slant. The data collection instruments consisted of a semi structured interview with four teachers from the Bengala Branca Primary School, which, due to communication problems, resulted in a structured interview, answered in writing by the study participants. The data was analysed using three categories: (i) Bengala Branca School; (ii) Pedagogy at Bengala Branca School ; and (iii) Inclusive Education at Bengala Branca School. The results of this study point to the peculiarity of the school, in the context of the country, being a political reference in the context of inclusion, despite the financial difficulties in paying teachers, guaranteeing transport for the school population and acquiring teaching and pedagogical resources for teaching children with specific educational needs. The study also emphasises the need for specific training for teachers, particularly on educa tional inclusion, in a differentiated school, which is taking the first steps towards transforming the integration processes into principles of educational inclusion for all Guinean children and young people. Reflection on the need for an inclusive process in Guinea Bissau's schools alerts us to an understanding of the difficulties faced by institutions and teachers in the search for new solutions, with a view to mitigating the complexities inherent in improving the quality of teaching for children and youn g people with specific educational needs in the country.
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Keywords
Educação inclusiva Pedagogia Escola bengala branca Guiné-Bissau