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Abstract(s)
A Declaração dos Direitos Humanos consigna o reconhecimento do acesso à educação como um dos direito de todos os seres humanos. Este reconhecimento tem vindo a marcar as agendas internacionais em matéria de educação e as políticas educativas de cada país no sentido de garantir o cumprimento daquele direito para Todas as crianças e jovens independentemente das diferenças que os caraterizem (por exemplo, de cultura, de situação socioeconómica, de género, de religião, de deficiência). Cumprindo estas orientações as políticas educativas em Portugal nas últimas décadas têm vindo a promover a educação inclusiva e a construção de contextos educativos inclusivos, que garanta o acesso e o sucesso de Todos os estudantes. O trabalho desenvolvido pelos docentes desempenham um papel crucial na construção da educação inclusiva, como tal é importante que estes estejam familiarizados com o conceito de educação inclusiva e com a concretização de práticas inclusivas. Através deste estudo com o tema “Trabalhar a Educação Inclusiva em contexto de Educação Pré-escolar”, procurou-se identificar e compreender quais as principais dificuldades na inclusão educativa de crianças com necessidades e barreiras à aprendizagem em contexto de educação pré-escolar. Desenvolveu-se um estudo de investigação-ação, de cariz qualitativo e interpretativo, num jardim de infância do distrito de Faro, com a participação de dez crianças que apresentavam barreiras à aprendizagem e de três educadoras. Na recolha de informação o estudo recorreu à análise documental, à observação direta e participante, a entrevistas semiestruturadas, a notas de campo e a registos fotográficos. Os resultados do estudo revelam que a instituição pratica uma educação inclusiva, que as atividades são concebidas nesta perspetiva e que todas as crianças são sempre incentivas a participarem nas mesmas. A instituição tem como filosofia que a participação é sempre uma decisão da criança, como tal, esta nunca é obrigada quando manifesta, de forma assertiva, não querer participar. As dificuldades sentidas pelas educadoras na inclusão de crianças são ultrapassadas em equipa educativa , onde, analisando os casos, se identificam os obstáculos e definem estratégias que ajudem à inclusão das crianças que apresentam maiores desafios à inclusão dentro e fora da sala de atividades.
The Declaration of Human Rights recognizes access to education as one of the rights of all human beings. This recognition has marked international education agendas and the educational policies of each country in order to guarantee the fulfillment of that right for all children and young people, regardless of the differences that characterize them (e.g. culture, socio-economic situation, gender, religion, disability). In line with these guidelines, education policies in Portugal over the last few decades have been promoting inclusive education and the construction of inclusive educational contexts that guarantee access and success for all students. The work carried out by teachers plays a crucial role in building inclusive education, so it is important that they are familiar with the concept of inclusive education and how to implement inclusive practices. This study, entitled "Working on Inclusive Education in Pre-school Education", sought to identify and understand the main difficulties in the educational inclusion of children with learning needs and barriers in pre-school education. A qualitative and interpretative action-research study was carried out in a kindergarten in the district of Faro, with the participation of ten children with barriers to learning and three teachers. To gather information, the study used document analysis, direct and participant observation, semi-structured interviews, field notes and photographic records. The results of the study show that the institution practices inclusive education, that activities are designed from this perspective and that all children are always encouraged to take part in them. The institution's philosophy is that participation is always the child's decision, so they are never forced when they assertively say they don't want to take part. The difficulties experienced by the educators in including children are overcome by the educational team, where, by analyzing the cases, the obstacles are identified and strategies are defined to help include the children who present the greatest challenges to inclusion inside and outside the activity room.
The Declaration of Human Rights recognizes access to education as one of the rights of all human beings. This recognition has marked international education agendas and the educational policies of each country in order to guarantee the fulfillment of that right for all children and young people, regardless of the differences that characterize them (e.g. culture, socio-economic situation, gender, religion, disability). In line with these guidelines, education policies in Portugal over the last few decades have been promoting inclusive education and the construction of inclusive educational contexts that guarantee access and success for all students. The work carried out by teachers plays a crucial role in building inclusive education, so it is important that they are familiar with the concept of inclusive education and how to implement inclusive practices. This study, entitled "Working on Inclusive Education in Pre-school Education", sought to identify and understand the main difficulties in the educational inclusion of children with learning needs and barriers in pre-school education. A qualitative and interpretative action-research study was carried out in a kindergarten in the district of Faro, with the participation of ten children with barriers to learning and three teachers. To gather information, the study used document analysis, direct and participant observation, semi-structured interviews, field notes and photographic records. The results of the study show that the institution practices inclusive education, that activities are designed from this perspective and that all children are always encouraged to take part in them. The institution's philosophy is that participation is always the child's decision, so they are never forced when they assertively say they don't want to take part. The difficulties experienced by the educators in including children are overcome by the educational team, where, by analyzing the cases, the obstacles are identified and strategies are defined to help include the children who present the greatest challenges to inclusion inside and outside the activity room.
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Keywords
Educação inclusiva Educação pré-escolar Educadores Dificuldades