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Publication
Diferenciação pedagógica na sala de aula: conceções e práticas de professores do 1.º Ciclo do Ensino Básico
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| 1.49 MB | Adobe PDF |
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Abstract(s)
Com a publicação do decreto-Lei 54/2018, de 6 de julho, republicado na Lei 116/2019, de 13 de setembro, o conceito diferenciação pedagógica tem sido objeto de ampla discussão nos últimos anos. Apesar da relevância atribuída recentemente, tem vindo a evoluir nos últimos sessenta anos, acompanhando as políticas e as práticas educativas. Talvez devido a uma herança de modelos educacionais e de propostas para a diferenciação pedagógica, desde a última metade de século passado até ao momento presente, o conceito tem sofrido interpretações subjetivas e consequentemente diferentes operacionalizações.
Com base nestes pressupostos esta investigação procura compreender como é que os professores do 1.º ciclo do ensino básico, a lecionar numa escola deste nível de ensino, pertencente a um agrupamento de escolas, do distrito de Faro, concebem e operacionalizam a medida educativa universal a) A diferenciação pedagógica, promovendo o sucesso escolar e as aprendizagens nas respetivas turmas.
Trata-se de uma investigação qualitativa. O tipo de estudo é descritivo interpretativo. É um estudo de caso referente a um Agrupamento de Escolas, com recurso a entrevista semiestruturada, à observação não participante e à análise documental. Esta investigação contou com a participação de quatro professores dos primeiros anos de escolaridade, dois do 1.º ano e dois do 2.º ano, e integrou um conjunto significativo de dados provenientes de inquirição dos participantes, de observação das aulas e contextos educativos, da consulta documental e das notas de campo da investigadora.
Este estudo vem revelar conceções e apresentar evidências práticas de que, não obstante todos os obstáculos percecionados e experienciados pelos docentes inquiridos, há a vontade expressa de participarem na mudança do paradigma tradicional para um sistema educativo inclusivo mais justo e adaptado às necessidades específicas dos alunos e das famílias, potenciando, através de estratégias pedagógicas diferenciadas, os contextos reais das escolas e da sociedade. Pretende-se que este estudo constitua uma mais-valia para o agrupamento alvo, gerando momentos essenciais de reflexão e partilha entre os intervenientes e outros colegas e também em grupos de formação, envolvendo construtivamente os alunos, as famílias e as comunidades educativas.
With the publication of Decree Law 54/2018, of July 6th, republished in Law 116/2019, of September 13th, the concept of pedagogical differentiation has been subject of extensive discussion in recent years. Despite the relevance attributed to it recently, it has evo lved over the last sixty years, following educational policies and practices. Perhaps due to a legacy of educational models and proposals for pedagogical differentiation, from the last half of the last century to the present, it has undergone subjective in terpretations and different operationalizations. Based on these assumptions, this research seeks to understand how teachers in the 1st cycle of basic education, teaching in a school of this level of education, belonging to a group of schools, in the distri ct of Faro, design and operationalize the universal educational measure a) pedagogical differentiation, promoting academic success and learning in respective classes. This is a qualitative investigation. The type of study is descriptive and interpretive. I t is a case study referring to a School Group, using semi structured interviews, non participant observation and document analysis. This investigation involved the participation of four teachers from the first years of schooling, two from the 1st year and two from the 2nd year and integrated a significant set of data from surveys of participants, observation of classes and educational contexts, document consultation and the researcher's field notes. This study reveals concepts and presents practical evidenc e that, despite all the obstacles perceived and experienced by the teachers interviewed, there is an expressed willingness to participate in changing traditional paradigm to a fairer inclusive education system adapted to the specific needs of students and families, enhancing the real contexts of schools and society through differentiated pedagogical strategies. It is intended that this study is an asset to the cluster in the sense of promoting essential moments of reflection and sharing between those involv ed and other colleagues and also in training groups, constructively involving students, families and educational communities.
With the publication of Decree Law 54/2018, of July 6th, republished in Law 116/2019, of September 13th, the concept of pedagogical differentiation has been subject of extensive discussion in recent years. Despite the relevance attributed to it recently, it has evo lved over the last sixty years, following educational policies and practices. Perhaps due to a legacy of educational models and proposals for pedagogical differentiation, from the last half of the last century to the present, it has undergone subjective in terpretations and different operationalizations. Based on these assumptions, this research seeks to understand how teachers in the 1st cycle of basic education, teaching in a school of this level of education, belonging to a group of schools, in the distri ct of Faro, design and operationalize the universal educational measure a) pedagogical differentiation, promoting academic success and learning in respective classes. This is a qualitative investigation. The type of study is descriptive and interpretive. I t is a case study referring to a School Group, using semi structured interviews, non participant observation and document analysis. This investigation involved the participation of four teachers from the first years of schooling, two from the 1st year and two from the 2nd year and integrated a significant set of data from surveys of participants, observation of classes and educational contexts, document consultation and the researcher's field notes. This study reveals concepts and presents practical evidenc e that, despite all the obstacles perceived and experienced by the teachers interviewed, there is an expressed willingness to participate in changing traditional paradigm to a fairer inclusive education system adapted to the specific needs of students and families, enhancing the real contexts of schools and society through differentiated pedagogical strategies. It is intended that this study is an asset to the cluster in the sense of promoting essential moments of reflection and sharing between those involv ed and other colleagues and also in training groups, constructively involving students, families and educational communities.
Description
Keywords
Diferenciação pedagógica Educação inclusiva Conceções e práticas docentes