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Análise e Intervenção em Apoio e Aconselhamento na Formação e Preparação para a Educação Inclusiva de Professores do Departamento de Expressões num Agrupamento de Escolas na Região de Bragança
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Abstract(s)
O presente relatório do estágio profissionalizante apresenta, de forma reflexiva e contextualizada, a experiência e os desafios no âmbito da prática profissional do Educador Social, no desenvolvimento de um projeto de intervenção no contexto escolar, com professores do Departamento de Expressões e alunos com Necessidades Educativas Específicas (NEE).
O estudo centrou-se na análise da formação e da preparação percecionada por professores do Departamento de Expressões do local de estágio, em relação às necessidades específicas dos alunos, de forma a identificar, explorando conhecimentos e necessidades formativas, as perceções e práticas pedagógicas, de acordo com os normativos legais em vigor no que concerne à educação inclusiva.
O estágio assumiu, assim, uma mais-valia como evidência, e teste, daquilo que o Educador Social pode contribuir para e na Educação Inclusiva, dentro do seu perfil profissional e atendendo a uma especialização na área. Além dos contributos de conhecimentos compreensivos e exploratórios sobre os professores do departamento das expressões (música, educação física e educação visual) e a suas perceções face à educação inclusiva.
A metodologia adotada foi de natureza qualitativa. Inicialmente através da realização de uma revisão sistemática da literatura e análise documental de currículos e formação inicial de professores. E, por fim, de modo a complementar e fundamentar resultados iniciais, foram realizadas entrevistas semi-estruturadas com três professores do Departamento de Expressões.
Os resultados indicam uma falta de formação inicial e contínua dos professores de Educação Musical, Educação Visual e Tecnológica e de Educação Física, bem como revelam escassez de recursos humanos e materiais. Apesar destas lacunas significativas, estes professores apresentaram atitudes positivas em relação à inclusão de alunos com NEE. A análise dos dados obtidos, através da revisão sistemática da literatura e das entrevistas semi-estruturadas, permitiu identificar fragilidades ao nível dos conhecimentos específicos e da adaptação de práticas pedagógicas em alunos com NEE. Com base nos dados e conclusões obtidas, revela-se a necessidade de repensar e estudar em maior profundidade a formação inicial dos professores destes grupos, de modo a responder de forma mais eficaz às exigências da Educação Inclusiva.
This professional internship report presents, in a reflective and contextualized manner, the experience and challenges encountered within the scope of the professional practice of the Social Educator, in the development of an intervention project in a school context, involving teachers from the Department of Expressions and students with Special Educational Needs (SEN). The study focused on analyzing the training and perceived preparedness of teachers from the Department of Expressions at the internship site, in relation to the specific needs of students, with the aim of identifying, through the exploration of knowledge and training needs, perceptions and pedagogical practices in accordance with the legal regulations in force regarding inclusive education. The internship thus assumed added value as evidence and as a test of what the Social Educator can contribute to Inclusive Education, within their professional profile and considering a specialization in the field. It also provided comprehensive and exploratory knowledge about teachers from the Department of Expressions (Music, Physical Education, and Visual Education) and their perceptions of inclusive education. The methodology adopted was qualitative in nature. Initially, a systematic literature review and a documentary analysis of curricula and initial teacher training were conducted. Finally, in order to complement and support the initial findings, semi-structured interviews were carried out with three teachers from the Department of Expressions. The results indicate a lack of initial and continuous training among teachers of Music Education, Visual and Technological Education, and Physical Education, as well as a shortage of human and material resources. Despite these significant gaps, these teachers demonstrated positive attitudes towards the inclusion of students with SEN. The analysis of the data obtained through the systematic literature review and the semi-structured interviews made it possible to identify weaknesses in terms of specific knowledge and the adaptation of pedagogical practices for students with SEN. Based on the data and conclusions obtained, there is a clear need to rethink and further study the initial training of teachers in these subject areas, in order to respond more effectively to the demands of Inclusive Education.
This professional internship report presents, in a reflective and contextualized manner, the experience and challenges encountered within the scope of the professional practice of the Social Educator, in the development of an intervention project in a school context, involving teachers from the Department of Expressions and students with Special Educational Needs (SEN). The study focused on analyzing the training and perceived preparedness of teachers from the Department of Expressions at the internship site, in relation to the specific needs of students, with the aim of identifying, through the exploration of knowledge and training needs, perceptions and pedagogical practices in accordance with the legal regulations in force regarding inclusive education. The internship thus assumed added value as evidence and as a test of what the Social Educator can contribute to Inclusive Education, within their professional profile and considering a specialization in the field. It also provided comprehensive and exploratory knowledge about teachers from the Department of Expressions (Music, Physical Education, and Visual Education) and their perceptions of inclusive education. The methodology adopted was qualitative in nature. Initially, a systematic literature review and a documentary analysis of curricula and initial teacher training were conducted. Finally, in order to complement and support the initial findings, semi-structured interviews were carried out with three teachers from the Department of Expressions. The results indicate a lack of initial and continuous training among teachers of Music Education, Visual and Technological Education, and Physical Education, as well as a shortage of human and material resources. Despite these significant gaps, these teachers demonstrated positive attitudes towards the inclusion of students with SEN. The analysis of the data obtained through the systematic literature review and the semi-structured interviews made it possible to identify weaknesses in terms of specific knowledge and the adaptation of pedagogical practices for students with SEN. Based on the data and conclusions obtained, there is a clear need to rethink and further study the initial training of teachers in these subject areas, in order to respond more effectively to the demands of Inclusive Education.
Description
Keywords
Educação inclusiva Formação de professores Departamento de expressões Educador social Necessidades educativas específicas