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Publication
As representações de escola inclusiva nos professores do 1º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 15.42 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O modelo de escola inclusiva traduz os valores da democracia, da justiça social e
da solidariedade, que desde a segunda metade do séc. XIX, impuseram progressivamente O reconhecimento do direito de todos à educação, à escolaridade
obrigatória, o direito ao acesso e sucesso na escola.
Ao professor titular de turma cabem-lhe responsabilidades acrescidas, sendo o principal responsável pelo sucesso educativo de todos os seus alunos sem excepção.
Neste enquadramento, as suas representações de escola inclusiva e as atitudes que as
enformam desempenham um papel decisivo no modo de operacionalizar uma escola
para todos.
Paralelamente, a crescente complexidade da realidade educativa colocou em causa
uma certa concepção de formação do professor, centrada basicamente na aquisição de
skills, devendo a mesma passar a ser estruturada de forma a que O professor fique
preparado para lidar eficazmente com a realidade educativa.
Neste enquadramento, pretendemos com este estudo, conhecer as representações
de escola inclusiva nos docentes do 1° ciclo do Ensino Básico e, em última instância,
compreendermos como pensam e sentem a escola, como gerem a diversidade da
população escolar.
Os pressupostos epistemológicos do estudo enfocam uma metodologia
interpretativa-descritiva, permitindo os resultados, inferir algumas diferenças nas
representações dos docentes que fazem parte da amostra, nomeadamente no que se
refere aos conceitos subjacentes à Escola Inclusiva, Princípios e Filosofia, (In)Formação
e Condições de Operacionalização de uma escola para todos.
The School model inclusive of values of democracy, social justice and solidarity, that since the second half of the 19 century, progressively impose and recognise the right for everyone to education, compulsory schoolarship, the right of access to their sucess in school. To the main class teacher, there are progressive responsibilities, that he being the main person responsible for the process of teaching all of his pupils without exception. Within this lines all his representations inclusive of school and his attitudes that will form, demonstrate one decisivo role in the way how to operate one school for all. In parallel the growing complexity of education in reality, it has put one cause in certain conception in the aquisition of skills, being a must to make a certain fonn of structure so the teacher stays well prepared to deal efi`ectively with education in reality. Within this way of tought, I hope, with this study, learn understand how they manage the ever so different school population. The epistemological assumption of the study focus in a method of interpretation description permiting results, making significant differences in the representation of pupils that took part in the text, nomally in what refers to the concept related to inclusive school, principles and philosophy, information and condition of Operations of a school for all.
The School model inclusive of values of democracy, social justice and solidarity, that since the second half of the 19 century, progressively impose and recognise the right for everyone to education, compulsory schoolarship, the right of access to their sucess in school. To the main class teacher, there are progressive responsibilities, that he being the main person responsible for the process of teaching all of his pupils without exception. Within this lines all his representations inclusive of school and his attitudes that will form, demonstrate one decisivo role in the way how to operate one school for all. In parallel the growing complexity of education in reality, it has put one cause in certain conception in the aquisition of skills, being a must to make a certain fonn of structure so the teacher stays well prepared to deal efi`ectively with education in reality. Within this way of tought, I hope, with this study, learn understand how they manage the ever so different school population. The epistemological assumption of the study focus in a method of interpretation description permiting results, making significant differences in the representation of pupils that took part in the text, nomally in what refers to the concept related to inclusive school, principles and philosophy, information and condition of Operations of a school for all.
Description
Keywords
Escola inclusiva Representações Atitudes Formação do professor Diversidade da população escolar Metodologia interpretativa