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Advisor(s)
Abstract(s)
As escolas têm de proporcionar uma educação de qualidade a todos os alunos,
independentemente da sua condição física, cognitiva, cultural, étnica e religiosa. Pelas funções
supervisivas que desempenha, o coordenador pedagógico pode ter um papel importante no
apoio aos professores na promoção da inclusão escolar de todos os alunos na escola. Daí ter
sido nossa intenção compreender as perceções de coordenadores pedagógicos e de professores
do ensino fundamental sobre a ação supervisiva do coordenador pedagógico na promoção da
inclusão escolar dos alunos com necessidades educativas especiais. Para isso realizámos uma
investigação de natureza qualitativa, concretizada por entrevistas semi-estruturadas a
coordenadores pedagógicos e a professores do referido nível de ensino. Através delas foi
possível verificar as limitações da ação do coordenador pedagógico na inclusão escolar devido
à falta de formação e à ausência de um modelo de supervisão pedagógica para a implementação
de práticas de inclusão escolar pelos professores.
Palavras-chave: inclusão escolar; coordenador pedagógico;
Schools have to provide a quality education to all students, regardless of their physical, cognitive, cultural, ethnic and religious condition. The pedagogical coordinator have the functions it performs, the pedagogical coordinator can play an important role in supporting teachers in the promotion of school inclusion of all students in school. It was our intention to understand the perceptions of coordinators and teachers of elementary school on the supervisive action pedagogical coordinator in promoting school inclusion of students with special needs. For this we conducted a qualitative research, accomplished by semi-structured interviews with coordinators and teachers of that grade level. Through them it was possible to verify the limitations of the pedagogical coordinator action in school inclusion due to lack of training and lack of a pedagogical supervision model for the implementation of school inclusion practices by teachers.
Schools have to provide a quality education to all students, regardless of their physical, cognitive, cultural, ethnic and religious condition. The pedagogical coordinator have the functions it performs, the pedagogical coordinator can play an important role in supporting teachers in the promotion of school inclusion of all students in school. It was our intention to understand the perceptions of coordinators and teachers of elementary school on the supervisive action pedagogical coordinator in promoting school inclusion of students with special needs. For this we conducted a qualitative research, accomplished by semi-structured interviews with coordinators and teachers of that grade level. Through them it was possible to verify the limitations of the pedagogical coordinator action in school inclusion due to lack of training and lack of a pedagogical supervision model for the implementation of school inclusion practices by teachers.
Description
Keywords
Inclusão escolar Coordenador pedagógico Ação supervisiva
Citation
Roriz, Vera Lúcia; Ferreira, Carlos Alberto (2017). Promoção da inclusão escolar pelo coordenador pedagógico: perceções de professores e de coordenadores pedagógicos = Promoting school inclusion by the pedagogical coordinator: perceptions of teachers and educational coordinators. Eduser - Revista de educação. ISSN 1645-4774. 9:1, p. 13-30
Publisher
Instituto Politécnico de Bragança