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A perceção dos professores sobre o trabalho colaborativo e o papel da liderança na educação inclusiva
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Abstract(s)
As sociedades democráticas, baseadas em conceitos de equidade, igualdade e justiça, provocam nas escolas grandes transformações, pois permitem o acesso à educação de Todos os alunos exigindo uma constante busca de soluções para remover barreiras à aprendizagem. Neste sentido, alguns autores apresentam o trabalho colaborativo, como solução para potenciar o sucesso educativo de todos os alunos e a educação inclusiva. Assim sendo, esta investigação tem como objetivo descrever a perceção dos docentes sobre a frequência e a eficácia da colaboração, bem como, os benefícios, os entraves e o papel da liderança no desenvolvimento de práticas colaborativas.
Da investigação fazem parte dois estudos. No primeiro estudo os dados foram apurados através de questionário, preenchido online, a 1064 professores portugueses do 1º, 2º, 3º ciclos e secundária e educação especial. Os dados revelaram que as práticas colaborativas de sala de aula são as que apresentam a frequência e a eficácia mais baixa, sendo a sua utilização mais frequente no grupo da educação especial, seguido do 1º, 2º e 3º ciclo e secundários. A correlação entre a frequência e a eficácia, no geral, oscilam entre o forte e o moderado. Quanto à correlação entre a frequência da colaboração e a escala da liderança os resultados são fracos ou muito fracos, o mesmo acontece quando se correlaciona a escala da eficácia com a da liderança.
No segundo estudo os dados foram apurados através de entrevista semiestruturada, realizada por telefone, a 42 professores de Portugal Continental. O seu objetivo foi clarificar resultados, esclarecer a perceção dos professores face ao papel da liderança e, apurar os benefícios e entraves à colaboração. Os resultados foram explicados por fatores humanos, políticos, formativos, motivacionais e administrativos. Para os professores a colaboração permite partilhar e gerar motivação, para os alunos, melhora resultados escolares, gera conhecimento, motiva e impulsiona valores de cidadania. Os entraves são de ordem logística, pessoal, profissional e formativa. Quanto ao papel da liderança da escola, as orientações que emanam só se materializam se o professor sentirem que as mesmas são benéficas para os alunos. O envolvimento dos professores na colaboração é voluntário, uma vez que a maioria das práticas colaborativas acontecem fora do horário letivo ou dentro da sala de aula, local onde habitualmente a direção não interfere.
Democratic societies, based on the concepts of equity, equality and justice, cause great transformations in schools, as they allow access to education for all students, requiring a constant search for solutions to remove barriers to learning. In this sense, some authors present collaborative work as a solution to enhance the educational success of all students and inclusive education. Therefore, this research aims to describe the teachers' perception of the frequency and effectiveness of collaboration, as well as the benefits, obstacles and role of leadership in the development of collaborative practices. Two studies are part of the investigation. In the first study, the data were collected through a questionnaire, completed online, to 1064 Portuguese teachers, from the 1st grade until the 12th grade and special education. The data revealed that collaborative classroom practices are the ones with the lowest frequency and effectiveness, with their most frequent use in the special education group, followed by the 1st grade until the 9th grade and from 10th grade until the 12th grade grade. The correlation between frequency and effectiveness generally ranges from strong to moderate. As for the correlation between the frequency of collaboration and the scale of leadership, the results are weak or very weak, the same happens when the scale of effectiveness is correlated with that of leadership. In the second study, the data were collected through a semi-structured interview, carried out via telephone telephone, with 42 teachers from mainland Portugal. Its objective was to clarify results, clarify teachers' perception of the role of leadership, and determine the benefits and obstacles to collaboration. The results were explained by human, political, training, motivational and administrative factors. For the teachers, collaboration allows sharing and generates motivation, for students, it improves school results, generates knowledge, motivates and drives values of citizenship. The obstacles are logistical, personal, professional and the training. As for the role of school leadership, the guidelines that emanate only materialize if the teacher feels that they are beneficial for the students. Teachers' involvement in collaboration is voluntary, since most collaborative practices take place outside school hours or inside the classroom, where the direction usually does not interfere.
Democratic societies, based on the concepts of equity, equality and justice, cause great transformations in schools, as they allow access to education for all students, requiring a constant search for solutions to remove barriers to learning. In this sense, some authors present collaborative work as a solution to enhance the educational success of all students and inclusive education. Therefore, this research aims to describe the teachers' perception of the frequency and effectiveness of collaboration, as well as the benefits, obstacles and role of leadership in the development of collaborative practices. Two studies are part of the investigation. In the first study, the data were collected through a questionnaire, completed online, to 1064 Portuguese teachers, from the 1st grade until the 12th grade and special education. The data revealed that collaborative classroom practices are the ones with the lowest frequency and effectiveness, with their most frequent use in the special education group, followed by the 1st grade until the 9th grade and from 10th grade until the 12th grade grade. The correlation between frequency and effectiveness generally ranges from strong to moderate. As for the correlation between the frequency of collaboration and the scale of leadership, the results are weak or very weak, the same happens when the scale of effectiveness is correlated with that of leadership. In the second study, the data were collected through a semi-structured interview, carried out via telephone telephone, with 42 teachers from mainland Portugal. Its objective was to clarify results, clarify teachers' perception of the role of leadership, and determine the benefits and obstacles to collaboration. The results were explained by human, political, training, motivational and administrative factors. For the teachers, collaboration allows sharing and generates motivation, for students, it improves school results, generates knowledge, motivates and drives values of citizenship. The obstacles are logistical, personal, professional and the training. As for the role of school leadership, the guidelines that emanate only materialize if the teacher feels that they are beneficial for the students. Teachers' involvement in collaboration is voluntary, since most collaborative practices take place outside school hours or inside the classroom, where the direction usually does not interfere.
Description
Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Educação na área de especialização Psicologia e Educação, apresentada no ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
Keywords
educação inclusiva frequência, eficácia Liderança Collaborative work, , , , leadership Frequency Efficiency Leadership