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O estado da inclusão escolar nas escolas públicas de Angola e a formação de professores, experiências realizadas em Bengo, Cabinda, Huila, Luanda e Malange
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Abstract(s)
Tendo como premissa a realidade vivenciada por inúmeras crianças em Angola com
necessidades educativas especiais e a carência de programas capazes de responder a esta
realidade, numa abordagem inclusiva, revelou-se pertinente a compreensão deste fenómeno,
tendo sido definido como objetivo geral conhecer e compreender a realidade do ensino em
Angola, numa perspetiva de enquadramento dos princípios da inclusão escolar. Para concretizar
este propósito considerou-se como essencial identificar as principais necessidades de formação
de professores em áreas específicas das necessidades educativas especiais, analisar as principais
dificuldades de formação de professores no âmbito da escola inclusiva, caracterizar que tipo de
iniciativas de natureza política deverão ser tomadas para concretizar as reais necessidades de
formação de professores. Como linha condutora a investigação incidiu sobre a análise do estado
da inclusão escolar nas escolas públicas angolanas, bem como, sobre a configuração atual
referente à formação de professores no campo da educação especial. Em virtude de se pretender
conhecer a visão dos professores que experimentam esta realidade, recorreu-se a procedimentos
de investigação qualitativa e quantitativa, alicerçados na realização de inquéritos por
questionário, aplicados a quatrocentos e quarenta e um indivíduos, que desempenham funções
letivas em escolas públicas do ensino primário, secundário e ensino superior nas regiões de
Cabinda, Bengo, Huila, Luanda e Malange. Como meio de aprofundamento da investigação,
foram ainda realizadas vinte entrevistas, das quais, cinco a professores do ensino regular, cinco
a professores do ensino especial, cinco professores do ensino superior e cinco a gestores
escolares. Todos os dados recolhidos pelo inquérito por questionário foram analisados com
recurso ao software Statistical Package for the Social Sciences (SPSS) versão 23. Para a análise
de conteúdo das entrevistas utilizou-se o software NVivo com o apoio sempre que necessário
do Microsoft Excel. Face aos dados obtidos evidenciou-se como pertinente a apresentação de
uma Proposta de Plano de Intervenção para a formação de professores em Angola. É importante
destacar que não existem face às dimensões analisadas diferenças estatisticamente
significativas entre as províncias de Cabinda, Huíla e Luanda. De um modo geral é essencial
apostar na formação de professores como garante de melhoria do sistema educativo. A
concretização dos objetivos e ideais da inclusão só é viável com a dotação de recursos materiais
e humanos alicerçados numa Política Inclusiva clara e exequível, que minimize as dificuldades
agora vivenciadas e identificadas pelos inquiridos. A motivação e a liderança são duas
temáticas, que se evidenciaram como essenciais na construção de escolas verdadeiramente
inclusivas. Foram também identificadas as formações mais valorizadas pelos inquiridos para
exercer a atividade de professor em escola inclusiva.
Taking into account the reality experienced by countless children with special educational needs in Angola and the lack of programs capable of responding to this reality, in an inclusive approach, it was pertinent to understand this phenomenon, having been defined as a general objective to know and understand the reality of education in Angola, from the perspective of framing the principles of school inclusion. In order to achieve this purpose, it was considered essential to identify the main needs for teacher training in specific areas of special educational needs, to analyze the main difficulties of teacher training in the context of special education, to analyze the main difficulties of teacher education in the context of inclusive school, to characterize the kind of political initiatives that should be taken to meet the real needs as far as teacher training is concerned. As a guideline, the research was focused on the analysis of the current state of school inclusion in Angolan public schools, as well as on the current configuration regarding teacher training in special education. Because we wanted to know the view of teachers who experience this reality, we used qualitative and quantitative research procedures, based on conducting questionnaire surveys, applied to four hundred and forty-one individuals, who perform teaching functions in public schools of primary, secondary and higher education in the regions of Cabinda, Bengo, Huíla, Luanda and Malange. To improve further the investigation, twenty interviews were conducted, including five to regular teachers, five to special education teachers, five to university teachers and five to school managers. In view of the data obtained, the presentation of an Intervention Plan Proposal for teacher education in Angola was pertinent. It is important to highlight that there are no statistically significant differences between the provinces Cabinda, Huíla e Luanda. In general, it is essential to focus on teacher training as a guarantee of improving the education system. Achieving the goals and ideals of inclusion is only feasible with the endowment of material and human resources based on a clear and attainable Inclusive Policy that minimizes the difficulties now experienced and identified by respondents. Motivation and leadership are two themes which have proved to be essential in building truly inclusive schools. The most valued assets for teaching as an inclusive schoolteacher were also identified by respondents.
Taking into account the reality experienced by countless children with special educational needs in Angola and the lack of programs capable of responding to this reality, in an inclusive approach, it was pertinent to understand this phenomenon, having been defined as a general objective to know and understand the reality of education in Angola, from the perspective of framing the principles of school inclusion. In order to achieve this purpose, it was considered essential to identify the main needs for teacher training in specific areas of special educational needs, to analyze the main difficulties of teacher training in the context of special education, to analyze the main difficulties of teacher education in the context of inclusive school, to characterize the kind of political initiatives that should be taken to meet the real needs as far as teacher training is concerned. As a guideline, the research was focused on the analysis of the current state of school inclusion in Angolan public schools, as well as on the current configuration regarding teacher training in special education. Because we wanted to know the view of teachers who experience this reality, we used qualitative and quantitative research procedures, based on conducting questionnaire surveys, applied to four hundred and forty-one individuals, who perform teaching functions in public schools of primary, secondary and higher education in the regions of Cabinda, Bengo, Huíla, Luanda and Malange. To improve further the investigation, twenty interviews were conducted, including five to regular teachers, five to special education teachers, five to university teachers and five to school managers. In view of the data obtained, the presentation of an Intervention Plan Proposal for teacher education in Angola was pertinent. It is important to highlight that there are no statistically significant differences between the provinces Cabinda, Huíla e Luanda. In general, it is essential to focus on teacher training as a guarantee of improving the education system. Achieving the goals and ideals of inclusion is only feasible with the endowment of material and human resources based on a clear and attainable Inclusive Policy that minimizes the difficulties now experienced and identified by respondents. Motivation and leadership are two themes which have proved to be essential in building truly inclusive schools. The most valued assets for teaching as an inclusive schoolteacher were also identified by respondents.
Description
Tese apresentada para cumprimento dos requisitos necessários à
obtenção do grau de Doutor em Ciências da Educação na área de
especialização em Necessidades Educativas Especiais apresentada no
ISPA – Instituto Universitário no ano de 2019
Keywords
Educação Inclusiva Formação de professores Necessidades educativas especiais Special education Inclusive education Teacher training Special educational needs