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Publication
A perceção dos alunos: Práticas de diferenciação pedagógica e clima inclusivo em sala de aula
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Abstract(s)
Nos últimos anos têm-se verificado nas salas de aula, um aumento na heterogeneidade dos
alunos, pelo que, as diferentes estratégias de diferenciação pedagógica mobilizadas pelos
professores podem contribuir para um melhor clima inclusivo e, por conseguinte, para uma
escola de qualidade. Este estudo apresentou como principal objetivo o de compreender a
perceção dos alunos sobre as práticas de diferenciação pedagógica mobilizadas pelos
professores e como estas podem proporcionar um clima inclusivo. Participaram 276 alunos,
do 7º ao 12ºano, com idades compreendidas entre os 12 e os 22 anos de idade, que frequentam
duas escolas privadas e uma pública da zona metropolitana de Lisboa. Estes participantes
responderam a um questionário online constituído por dois instrumentos: um de avaliação da
perceção dos alunos relativamente às práticas diferenciação pedagógica mobilizadas pelos
professores e outro, elaborado especificamente para o presente estudo, de avaliação da
perceção dos alunos em relação ao clima inclusivo. Os resultados sugerem que o fator clima
social é a prática de diferenciação pedagógica mais percecionada pelos alunos; a inclusão
social é o fator que na visão dos alunos mais contribui para o clima inclusivo em sala de aula.
Sugerem, também, que há uma associação positiva entre clima social e o apoio do professor.
Observou-se, ainda, que os alunos do ensino secundário, comparativamente aos alunos do
3ºciclo, percecionam mais frequentemente a promoção de técnicas de diferenciação
pedagógica; já os estudantes do 3º ciclo percecionam mais frequentemente a promoção de
técnicas de diferenciação que promovem o clima inclusivo em sala de aula. Deste modo, o
presente estudo sugere a importância da implementação de estratégias de diferenciação
pedagógica na consumação de um clima mais inclusivo na escola.
ABSTRACT: In recent years, there has been an increase in the heterogeneity of students in classrooms, meaning that the different pedagogical differentiation strategies mobilized by teachers can contribute to a better inclusive climate and, therefore, to a quality school. This study's main objective was to understand students' perception of the pedagogical differentiation practices mobilized by teachers and how these can provide an inclusive climate. 276 students participated, from the 7th to the 12th year, aged between 12 and 22 years old, who attend two private schools and one public school in the metropolitan area of Lisbon. These participants responded to an online questionnaire consisting of two instruments: one to assess students' perception of the pedagogical differentiation practices mobilized by teachers and another, designed specifically for the present study, to assess students' perception of the inclusive climate. The results suggest that the social climate factor is the practice of pedagogical differentiation most perceived by students; Social inclusion is the factor that, in the students' view, contributes most to the inclusive climate in the classroom. They also suggest that there is a positive association between social climate and teacher support. It was also observed that secondary school students, compared to 3rd cycle students, more frequently perceive the promotion of pedagogical differentiation techniques; 3rd cycle students more frequently perceive the promotion of differentiation techniques that promote an inclusive climate in the classroom. Therefore, the present study suggests the importance of implementing pedagogical differentiation strategies in achieving a more inclusive climate at school.
ABSTRACT: In recent years, there has been an increase in the heterogeneity of students in classrooms, meaning that the different pedagogical differentiation strategies mobilized by teachers can contribute to a better inclusive climate and, therefore, to a quality school. This study's main objective was to understand students' perception of the pedagogical differentiation practices mobilized by teachers and how these can provide an inclusive climate. 276 students participated, from the 7th to the 12th year, aged between 12 and 22 years old, who attend two private schools and one public school in the metropolitan area of Lisbon. These participants responded to an online questionnaire consisting of two instruments: one to assess students' perception of the pedagogical differentiation practices mobilized by teachers and another, designed specifically for the present study, to assess students' perception of the inclusive climate. The results suggest that the social climate factor is the practice of pedagogical differentiation most perceived by students; Social inclusion is the factor that, in the students' view, contributes most to the inclusive climate in the classroom. They also suggest that there is a positive association between social climate and teacher support. It was also observed that secondary school students, compared to 3rd cycle students, more frequently perceive the promotion of pedagogical differentiation techniques; 3rd cycle students more frequently perceive the promotion of differentiation techniques that promote an inclusive climate in the classroom. Therefore, the present study suggests the importance of implementing pedagogical differentiation strategies in achieving a more inclusive climate at school.
Description
Dissertação de Mestrado apresentada
no Ispa – Instituto Universitário
para obtenção de grau de Mestre
na especialidade de Psicologia
Educacional.
Keywords
Diferenciação pedagógica Clima inclusivo e voz dos alunos Pedagogical differentiation Inclusive climate Students Perceptions