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Esta dissertação tem como objetivo geral analisar as perspetivas dos formadores e estudantes do Instituto de Formação de Professores da Matola (IFP-Matola) sobre os impactos e desafios da integração interdisciplinar nas práticas pedagógicas inclusivas em Moçambique. O estudo buscou compreender como a interdisciplinaridade pode contribuir para a formação de professores mais preparados para lidar com a diversidade em salas de aula inclusivas. A pesquisa partiu da problematização das perceções de formadores e estudantes sobre a relevância e os obstáculos da interdisciplinaridade no processo de formação de professores, com foco na promoção de uma educação inclusiva e de qualidade. Identificou-se a ausência de um plano curricular que prepare os professores com conhecimentos interdisciplinares, o que resulta em desafios nas práticas pedagógicas em sala de aula, especialmente diante da diversidade de alunos, incluindo aqueles com Necessidades Educativas Especiais (NEE). O estudo foi fundamentado na teoria Sociocultural de Lev Vygotsky, que enfatiza a importância da interação social e da mediação no processo de aprendizagem. Além disso, foram considerados modelos de supervisão pedagógica, como os propostos por Glickmanet al. (2018), que destacam a importância da colaboração e da formação contínua para o desenvolvimento profissional dos professores. A pesquisa adotou uma abordagem qualitativa, utilizando técnicas como observação direta, pesquisa bibliografia e entrevistas semiestruturadas. Os resultados indicam que tanto formadores quanto estudantes reconhecem a importância da interdisciplinaridade para a formação de professores mais adaptáveis e preparados para lidar com a diversidade em salas de aula inclusivas. No entanto, a implementação dessa abordagem enfrenta desafios significativos, como a falta de formação contínua dos professores, a resistência à mudança de paradigmas educacionais, a escassez de recursos materiais e a falta de articulação institucional. A ausência de formadores qualificados para lecionar disciplinas como Língua de Sinais e Braille também foi identificada como um obstáculo crítico. Entre as estratégias sugeridas para superar esses desafios, destacam-se o fortalecimento da colaboração entre o IFP-Matola e outras instituições, como associações e organizações especializadas em educação inclusiva, e o incentivo à formação contínua dos professores. Essas parcerias podem proporcionar aos formandos oportunidades de estágios práticos e acesso a recursos materiais e didáticos adaptados, como materiais em braille e tecnologias assistivas, que são essenciais para a inclusão. A formação contínua, por sua vez, pode preencher lacunas no conhecimento dos professores, oferecendo cursos regulares que abordem metodologias interdisciplinares, uso de tecnologias assistivas e práticas pedagógicas inclusivas, como o ensino de braille e língua de sinais. Com o estudo, concluiu-se que a integração interdisciplinar é uma abordagem promissora para a promoção de práticas pedagógicas inclusivas em Moçambique. No entanto, a sua efetiva implementação requer um esforço coletivo e estratégico, incluindo investimentos em formação docente, recursos materiais e articulação institucional. A superação dos desafios identificados pode contribuir para a construção de um sistema educacional mais flexível, dinâmico e inclusivo, preparando professores e alunos para um mundo cada vez mais diversificado e complexo.
This dissertation aims to analyse the perspectives of trainers and students at the Teacher Formation Institute of Matola (IFP-Matola) regarding the impacts and challenges of integrating interdisciplinary approaches into inclusive pedagogical practices in Mozambique. The study sought to understand how interdisciplinary can contribute to the training of teachers who are better prepared to address diversity in inclusive classrooms. The research focused on the perceptions of trainers and students about the relevance and obstacles of interdisciplinary in teacher training, with an emphasis on promoting inclusive and quality education. The absence of a curriculum that prepares teachers with interdisciplinary knowledge was identified as a key issue, leading to challenges in pedagogical practices, particularly in addressing the diversity of students, including those with Special Educational Needs (SEN). The study was grounded in Lev Vygotsky's Sociocultural Theory, which emphasises the importance of social interaction and mediation in the learning process. Additionally, pedagogical supervision models, such as those proposed by Glickman et al. (2018), were considered, highlighting the importance of collaboration and continuous professional development for teachers. The research adopted a qualitative approach, using techniques such as direct observation, bibliographic research, and semi-structured interviews. The findings indicate that both trainers and students recognise the importance of interdisciplinary in preparing teachers to address diversity in inclusive classrooms. However, the implementation of this approach faces significant challenges, including the lack of continuous teacher training, resistance to changes in educational paradigms, insufficient material resources, and a lack of institutional coordination. The absence of qualified trainers to teach subjects such as Sign Language and Braille was also identified as a critical obstacle. To address these challenges, strategies such as strengthening collaboration between IFP-Matola and other institutions, including associations and organisations specialised in inclusive education, were suggested. These partnerships could provide trainees with opportunities for practical internships and access to adapted teaching materials, such as Braille resources and assistive technologies, which are essential for inclusion. Additionally, continuous teacher training was highlighted as a crucial strategy, offering regular courses on interdisciplinary methodologies, the use of assistive technologies, and inclusive pedagogical practices, such as teaching Braille and Sign Language. In conclusion, the integration of interdisciplinary is a promising approach for promoting inclusive pedagogical practices in Mozambique. However, its effective implementation requires a collective and strategic effort, including investments in teacher training, material resources, and institutional coordination. Overcoming the identified challenges can contribute to building a more flexible, dynamic, and inclusive educational system, preparing teachers and students for an increasingly diverse and complex world.
This dissertation aims to analyse the perspectives of trainers and students at the Teacher Formation Institute of Matola (IFP-Matola) regarding the impacts and challenges of integrating interdisciplinary approaches into inclusive pedagogical practices in Mozambique. The study sought to understand how interdisciplinary can contribute to the training of teachers who are better prepared to address diversity in inclusive classrooms. The research focused on the perceptions of trainers and students about the relevance and obstacles of interdisciplinary in teacher training, with an emphasis on promoting inclusive and quality education. The absence of a curriculum that prepares teachers with interdisciplinary knowledge was identified as a key issue, leading to challenges in pedagogical practices, particularly in addressing the diversity of students, including those with Special Educational Needs (SEN). The study was grounded in Lev Vygotsky's Sociocultural Theory, which emphasises the importance of social interaction and mediation in the learning process. Additionally, pedagogical supervision models, such as those proposed by Glickman et al. (2018), were considered, highlighting the importance of collaboration and continuous professional development for teachers. The research adopted a qualitative approach, using techniques such as direct observation, bibliographic research, and semi-structured interviews. The findings indicate that both trainers and students recognise the importance of interdisciplinary in preparing teachers to address diversity in inclusive classrooms. However, the implementation of this approach faces significant challenges, including the lack of continuous teacher training, resistance to changes in educational paradigms, insufficient material resources, and a lack of institutional coordination. The absence of qualified trainers to teach subjects such as Sign Language and Braille was also identified as a critical obstacle. To address these challenges, strategies such as strengthening collaboration between IFP-Matola and other institutions, including associations and organisations specialised in inclusive education, were suggested. These partnerships could provide trainees with opportunities for practical internships and access to adapted teaching materials, such as Braille resources and assistive technologies, which are essential for inclusion. Additionally, continuous teacher training was highlighted as a crucial strategy, offering regular courses on interdisciplinary methodologies, the use of assistive technologies, and inclusive pedagogical practices, such as teaching Braille and Sign Language. In conclusion, the integration of interdisciplinary is a promising approach for promoting inclusive pedagogical practices in Mozambique. However, its effective implementation requires a collective and strategic effort, including investments in teacher training, material resources, and institutional coordination. Overcoming the identified challenges can contribute to building a more flexible, dynamic, and inclusive educational system, preparing teachers and students for an increasingly diverse and complex world.
Descrição
Dissertação de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta
Palavras-chave
Instituto de Formação de Professores de Matola Interdisciplinaridade Práticas pedagógicas inclusivas Formação de professores Necessidades educativas especiais Moçambique Interdisciplinarity Inclusive pedagogical practices Teacher training Special educational needs IFP-Matola Mozambique