Loading...
Publication
Formação docente para gerir diversidades em sala de aula regular em Portugal
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 655.6 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O artigo foca a formação docente de 2º Ciclo do Ensino Básico (CEB)
em Portugal, no âmbito da gestão curricular e pedagógica de diversidades, particularmente de alunos com dificuldades de aprendizagem ou
incapacidades. A nível nacional, foram analisados todos os planos de
estudos dedicados à formação inicial e contínua de professores de 2º
CEB. Os objetivos- i) caracterizar os planos de estudos de formação
inicial e ii) conhecer a oferta de formação contínua, no âmbito da gestão
de diversidades e, em específico, de alunos com dificuldades de aprendizagem ou incapacidades- apelaram a uma metodologia de natureza
qualitativa, sendo os dados, sujeitos a análise de conteúdo, recolhidos
por pesquisa documental em planos de estudos de formação inicial e
em planos de formação contínua. Os resultados destacam uma importância e preocupação crescentes com a gestão de diversidades, visível
na inserção de conteúdos curriculares nos planos de formação inicial
e contínua. No entanto, esse reconhecimento ainda não foi totalmente
generalizado, pelo que consideramos que continuamos em tempos de
consolidação.
The article focuses on teacher training in the 2nd Cycle of Basic Education (CEB) in Portugal, within the scope of the curriculum and pedagogical management of diversities, particularly for students with learning difficulties or disabilities. At the national level, all plans of study dedicated to the initial and continuing training of 2nd CEB teachers were analyzed. The objectives - i) to characterize the initial training study plans and ii) to know the offer of continuous training, in the context of diversity management and, namely, for students with learning difficulties or disabilities - called for a qualitative methodology. The data, subject to content analysis, were collected by documental analysis in initial study plans and in continuous training plans. The results highlight growing importance and concern with the management of diversities, visible in the inclusion of curricular content in initial and continuing training plans. However, this recognition has not yet been fully generalized, which is why we believe that we are still in times of consolidation.
The article focuses on teacher training in the 2nd Cycle of Basic Education (CEB) in Portugal, within the scope of the curriculum and pedagogical management of diversities, particularly for students with learning difficulties or disabilities. At the national level, all plans of study dedicated to the initial and continuing training of 2nd CEB teachers were analyzed. The objectives - i) to characterize the initial training study plans and ii) to know the offer of continuous training, in the context of diversity management and, namely, for students with learning difficulties or disabilities - called for a qualitative methodology. The data, subject to content analysis, were collected by documental analysis in initial study plans and in continuous training plans. The results highlight growing importance and concern with the management of diversities, visible in the inclusion of curricular content in initial and continuing training plans. However, this recognition has not yet been fully generalized, which is why we believe that we are still in times of consolidation.
Description
Keywords
Diversidades Formação docente Gestão curricular e pedagógica Inclusão Planos curriculares Diversities Teacher training Curricular and pedagogical management Inclusion Curriculum plans