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Diferenciação Pedagógica: Visão dos Profissionais da Educação Pré-escolar na Inclusão de Crianças com Necessidades Educativas Específicas
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Abstract(s)
A presente dissertação trata sobre a importância da diferenciação pedagógica (DP) e da educação inclusiva sobre crianças com Necessidades Educativas Específicas (NEE) em São Tomé e Príncipe. Procura-se compreender como os profissionais de Educação Pré-escolar (EPE) percecionam a DP no seu dia a dia. Questão de partida. Como é que os profissionais da Educação Pré-escolar em São Tomé e Príncipe percecione, valorizam e adotam a diferenciação pedagógica enquanto estratégia promotora de inclusão das crianças com Necessidades Educativas Específicas? As questões centrais deste estudo abordam: i) Qual o nível de familiarização e preparação dos profissionais relativamente à diferenciação pedagógica e à inclusão? ii) Quais são as estratégias utilizadas para garantir uma diferenciação pedagógica eficaz? ii) Qual é a visão dos profissionais sobre a prática da diferenciação pedagógica na inclusão de crianças com NEE? Para dar resposta a estas questões estabelecemos os seguintes objetivos estabelecidos: i) Avaliar o nível de familiaridade com os conceitos de diferenciação pedagógica e inclusão e a sua aplicação no contexto educativo; ii) identificar as práticas pedagógicas utilizadas na inclusão de crianças com NEE; iii) analisar as perceções dos profissionais sobre a eficácia da DP na promoção de uma educação inclusiva. Em termos metodológicos, a investigação adota uma abordagem qualitativa. A recolha de dados foi realizada com recurso a um questionário, de natureza mista (com questões abertas e fechadas), aos profissionais de dois jardins de infância do distrito de Mé-Zóchi permitindo aos profissionais expressarem as suas escolhas e opiniões. As respostas foram sujeitas a análise estatística a análise de conteúdo através de categorias e subcategorias. Os resultados desta investigação evidenciam que os profissionais reconhecem a importância e relevância da diferenciação pedagógica para a inclusão de crianças com NEE, embora identifiquem desafios como a escassez de recursos adequados e a necessidade de maior formação na área da educação inclusiva. Este estudo destaca a importância da diferenciação pedagógica para a promoção da inclusão, enquanto sublinha a necessidade de maior apoio institucional e de recursos para garantir a eficácia dessas práticas nas instituições de Educação Pré-escolar em São Tomé e Príncipe.
This dissertation addresses the importance of pedagogical differentiation (PD) and inclusive education for children with specific educational needs (SEN) in São Tomé and Príncipe. It seeks to understand how pre-school education (EPE) professionals perceive PD in their daily lives. Starting question. How do pre-school professionals in São Tomé and Príncipe perceive, value and adopt pedagogical differentiation as a strategy to promote the inclusion of children with specific educational needs?The central questions of this study are the following:i) What level of familiarization and preparation do professionals have regarding pedagogical differentiation and inclusion?ii) What strategies are used to ensure effective pedagogical differentiation?iii) What is the professionals' view of the practice of pedagogical differentiation in the inclusion of children with SEN? To answer these questions, we set ourselves the following objectives: i) to assess the level of familiarity with the concepts of pedagogical differentiation and inclusion and their application in the educational context; ii) to identify the pedagogical practices used in the inclusion of children with SEN; iii) to analyze professionals' perceptions of the effectiveness of pedagogical differentiation in promoting inclusive education. In methodological terms, the research adopts a qualitative approach. Data was collected using a mixed questionnaire (with open and closed questions) to professionals from two kindergartens in the Mé-Zóchi district, allowing them to express their choices and opinions. The answers were subjected to statistical analysis and content analysis using categories and subcategories. The results of this research show that professionals recognize the importance and relevance of pedagogical differentiation for the inclusion of children with SEN, although they identify challenges such as the lack of adequate resources and the need for more training in the area of inclusive education. This study highlights the importance of pedagogical differentiation in promoting inclusion, while underlining the need for greater institutional support and resources to ensure the effectiveness of these practices in pre-school institutions in São Tomé and Príncipe
This dissertation addresses the importance of pedagogical differentiation (PD) and inclusive education for children with specific educational needs (SEN) in São Tomé and Príncipe. It seeks to understand how pre-school education (EPE) professionals perceive PD in their daily lives. Starting question. How do pre-school professionals in São Tomé and Príncipe perceive, value and adopt pedagogical differentiation as a strategy to promote the inclusion of children with specific educational needs?The central questions of this study are the following:i) What level of familiarization and preparation do professionals have regarding pedagogical differentiation and inclusion?ii) What strategies are used to ensure effective pedagogical differentiation?iii) What is the professionals' view of the practice of pedagogical differentiation in the inclusion of children with SEN? To answer these questions, we set ourselves the following objectives: i) to assess the level of familiarity with the concepts of pedagogical differentiation and inclusion and their application in the educational context; ii) to identify the pedagogical practices used in the inclusion of children with SEN; iii) to analyze professionals' perceptions of the effectiveness of pedagogical differentiation in promoting inclusive education. In methodological terms, the research adopts a qualitative approach. Data was collected using a mixed questionnaire (with open and closed questions) to professionals from two kindergartens in the Mé-Zóchi district, allowing them to express their choices and opinions. The answers were subjected to statistical analysis and content analysis using categories and subcategories. The results of this research show that professionals recognize the importance and relevance of pedagogical differentiation for the inclusion of children with SEN, although they identify challenges such as the lack of adequate resources and the need for more training in the area of inclusive education. This study highlights the importance of pedagogical differentiation in promoting inclusion, while underlining the need for greater institutional support and resources to ensure the effectiveness of these practices in pre-school institutions in São Tomé and Príncipe
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Keywords
Diferenciação pedagógica Inclusão escolar Educação inclusiva NEE