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Publication
Formação de professores para a educação inclusiva: o caso de um curso de formação contínua para docentes
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| 5.11 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A mudança de paradigma para uma escola que se quer de todos e para todos, aliado
ao facto de este ser o grande sustentáculo do trabalho que realizamos diariamente,
despertou-nos o interesse pela compreensão do fenómeno da inclusão em contexto
escolar. A investigação que se apresenta parte da necessidade de compreender em que
medida a formação contínua de professores contribui para a apropriação dos princípios e
fundamentos da inclusão, bem como para o desenvolvimento de práticas educativas
inclusivas no processo de ensino aprendizagem e tem como contexto primordial o estudo
do caso de um curso de formação contínua acreditada subordinado ao tema “Educação
Inclusiva: Processos e Práticas”. O curso de formação em questão foi ministrado por nós a
um grupo de docentes e foi na sua implementação que se aplicaram os instrumentos de
recolha de dados que alicerçaram todo o processo investigativo.
Mediante um estudo qualitativo e dado que se desejou conhecer e analisar a
perspetiva dos formandos que frequentaram o curso, recorreu-se à aplicação de breves
questionários, aplicados em contexto formativo à medida que a formação se ia
desenrolando. Foram também realizados e analisados dois grupos discussão. Os dados
foram analisados com recurso às técnicas de estatística descritiva, bem como análise de
conteúdo dominantemente qualitativa.
As conclusões são estruturadas em função dos quatro subjacentes e transversais a
todo o estudo: Processos de inclusão, Competências inclusivas dos Docentes, Práticas
Educativas e Formação Contínua. Não sendo nosso objetivo proceder a generalizações, as
conclusões apresentadas obedeceram às questões e aos objetivos que haviam sido
delineados.
The paradigm shift towards a school that is wanted by everyone and for everyone, attached to the fact that this is the main support of the work we do daily, has aroused our interest in understanding the phenomenon of inclusion in the school context. This research is part of the need to understand to what extent the Continuous Professional Teachers’ Training contributes to the appropriation of the principles and foundations of inclusion, as well as to the development of inclusive educational practices in the teaching-learning process, and its primary context is the case study of an accredited continuous professional teachers’ training course on the theme “Inclusive Education: Processes and Practices”. The training course in question was taught by us to a group of teachers and it was during its implementation that the data collection instruments that understated the entire investigative process were applied. Through a qualitative study and as we wanted to know and analyze the perspective of the trainees who attended the course, brief questionnaires were applied used in a formative context as the training progressed. Two discussion groups were held and analyzed too. The data were analyzed using descriptive statistical techniques, as well as predominantly qualitative content analysis. The conclusions are structured according to the four underlying and transversal to the entire study: Inclusion Processes, Inclusive Competences of Teachers, Educational Practices and Ongoing Training. Since it is not our goal to generalize, the conclusions presented followed the questions and objectives that had been outlined.
The paradigm shift towards a school that is wanted by everyone and for everyone, attached to the fact that this is the main support of the work we do daily, has aroused our interest in understanding the phenomenon of inclusion in the school context. This research is part of the need to understand to what extent the Continuous Professional Teachers’ Training contributes to the appropriation of the principles and foundations of inclusion, as well as to the development of inclusive educational practices in the teaching-learning process, and its primary context is the case study of an accredited continuous professional teachers’ training course on the theme “Inclusive Education: Processes and Practices”. The training course in question was taught by us to a group of teachers and it was during its implementation that the data collection instruments that understated the entire investigative process were applied. Through a qualitative study and as we wanted to know and analyze the perspective of the trainees who attended the course, brief questionnaires were applied used in a formative context as the training progressed. Two discussion groups were held and analyzed too. The data were analyzed using descriptive statistical techniques, as well as predominantly qualitative content analysis. The conclusions are structured according to the four underlying and transversal to the entire study: Inclusion Processes, Inclusive Competences of Teachers, Educational Practices and Ongoing Training. Since it is not our goal to generalize, the conclusions presented followed the questions and objectives that had been outlined.
Description
Keywords
Diversidade Educação inclusiva Escola Formação contínua Professores Estudo de casos Diversity Inclusive education School Continuous professional teachers’ Training Case study
Citation
Costa, Maria João Oliveira Lopes Santos - Formação de professores para a educação inclusiva [Em linha]: o caso de um curso de formação contínua para docentes. [S.l.]: [s.n.], 2021. 365 p.