Loading...
Publication
Comunidade de prática online de professores de educação especial para promoção da educação inclusiva
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.17 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O Decreto-Lei nº 54/2018 preconiza uma mudança de paradigma na implementação de medidas promotoras da inclusão em contexto escolar. Apresenta conceções divergentes da legislação anterior, assenta no conceito de medidas multinível e na possibilidade de todos os alunos poderem beneficiar da implementação de medidas, apenas e só quando as suas necessidades educativas assim o exigirem.
As escolas e os docentes estão, ainda, num processo de experimentação da implementação dos conceitos, medidas e pressupostos definidos neste enquadramento legislativo, que abandonou o conceito de educação especial, adotando o de educação inclusiva. O docente de educação especial passa a ter novas responsabilidades como dinamizador, articulador e especialista em diferenciação dos meios e materiais de aprendizagem, mantendo o apoio aos alunos, mas também aos docentes.
Face às mudanças preconizadas no DL nº 54/2018, no presente estudo recolhemos informação, junto dos professores de educação especial, de diferentes regiões do país, sobre as suas necessidades e o grau de interesse para participar numa CoP online que constituiria um espaço de partilha, análise, debate e esclarecimento, na qual estes docentes poderiam participar com o objetivo de contribuir para a promoção da inclusão. Após a recolha desta informação deu-se início ao funcionamento de uma experiência piloto de uma CoP online na perspetiva de autoformação, autoaprendizagem e formação continuada, graças às ferramentas da Web 2.0. Daqui se verificou que as comunidades de prática são iniciativas pertinentes e necessárias, pois efetivamente, estes docentes sentem necessidade de clarificar conceitos e modos de operacionalizar o preceituado na legislação quanto à promoção da Educação Inclusiva.
The Decree-Law No. 54/2018 advocates a paradigm shift in the implementation of measures that promote inclusion in school context. It differs from the previous legislation, is based on the concept of multi-level measures and on the possibility that all pupils can benefit from the implementation of measures, only when their educational needs require it. Schools and teachers are still in a process of experimenting the implementation of the concepts, measures and assumptions defined in this legislative framework, which abandoned the concept of special education and adopted that of inclusive education. The special education teacher now has new responsibilities as a facilitator, articulator and specialist in differentiating learning means and materials, supporting students, but also teachers. Due to the changes that this law contains, in this study we collected information from special education teachers, from different regions of the country, about their needs and the degree of interest to participate in an online CoP that would constitute a space for sharing, analysis, debate and clarification, in which these teachers could participate with the aim of contributing to the promotion of inclusion. After collecting this information, a pilot experience of an online CoP was started in the perspective of self-training, self-learning and continuing education, thanks to Web 2.0 tools. It was concluded that communities of practice are pertinent and necessary initiatives, because effectively, these teachers feel the need to clarify concepts and ways of operationalizing the precepts in the legislation regarding the promotion of Inclusive Education.
The Decree-Law No. 54/2018 advocates a paradigm shift in the implementation of measures that promote inclusion in school context. It differs from the previous legislation, is based on the concept of multi-level measures and on the possibility that all pupils can benefit from the implementation of measures, only when their educational needs require it. Schools and teachers are still in a process of experimenting the implementation of the concepts, measures and assumptions defined in this legislative framework, which abandoned the concept of special education and adopted that of inclusive education. The special education teacher now has new responsibilities as a facilitator, articulator and specialist in differentiating learning means and materials, supporting students, but also teachers. Due to the changes that this law contains, in this study we collected information from special education teachers, from different regions of the country, about their needs and the degree of interest to participate in an online CoP that would constitute a space for sharing, analysis, debate and clarification, in which these teachers could participate with the aim of contributing to the promotion of inclusion. After collecting this information, a pilot experience of an online CoP was started in the perspective of self-training, self-learning and continuing education, thanks to Web 2.0 tools. It was concluded that communities of practice are pertinent and necessary initiatives, because effectively, these teachers feel the need to clarify concepts and ways of operationalizing the precepts in the legislation regarding the promotion of Inclusive Education.
Description
Mestrado em Pedagogia do Elearning, apresentada à Universidade Aberta
Keywords
Inclusão Comunidades de prática Educação especial Inclusion Communities of practice Special education