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O presente Relatório de Prática de Ensino Supervisionada (REPES) tem como tema “O Papel dos Professores de Apoio na Qualidade do Ensino”, tendo como principal objetivo compreender de que forma a atuação destes profissionais contribui para uma resposta educativa mais equitativa, diferenciada e inclusiva. O estudo desenvolveu-se numa escola do 1.º Ciclo do Ensino Básico, localizada no concelho de Cascais, envolvendo uma turma do 4.º ano, composta por 24
alunos, quatro dos quais beneficiavam de medidas adicionais de suporte à aprendizagem.
A metodologia adotada foi qualitativa, com recurso à observação direta participante e à
realização de uma entrevista semi-estruturada à professora titular. Estas técnicas permitiram recolher dados sobre as dinâmicas de colaboração entre o professor titular e o professor de apoio, bem como sobre os desafios enfrentados no quotidiano escolar.
Os principais resultados evidenciam que a colaboração eficaz entre docentes tem um impacto significativo na inclusão e no sucesso dos alunos, sobretudo quando há planificação conjunta e apoio contínuo na sala de aula. No entanto, também foram identificadas limitações, como a falta de tempo, a sobrecarga de funções do professor de apoio e a ausência de momentos formais de articulação.
Conclui-se que, apesar das dificuldades, o trabalho colaborativo entre professores é essencial para a construção de uma escola mais inclusiva, sendo necessário repensar a organização escolar e reforçar a valorização do papel dos professores de apoio.
This Supervised Teaching Practice Report (REPES) focuses on “The Role of Support Teachers in the Quality of Education”, aiming to understand how their actions contribute to a more equitable, differentiated, and inclusive educational response. The study took place in a primary school in Cascais, involving a 4th-grade class with 24 students, including two receiving additional learning support. A qualitative methodology was adopted, using participant bservation and a semi-structured interview with the class teacher. These instruments enabled the collection of data regarding the collaborative dynamics between the class teacher and the support teacher, and the challenges faced in their daily practice. The findings show that effective collaboration between teachers significantly enhances student inclusion and achievement, especially when joint planning and co-teaching are present. However, challenges such as lack of time, role overload of the support teacher, and insufficient formal collaboration moments were also noted. The study concludes that, despite existing limitations, collaborative teaching practices are essential to building a more inclusive school, highlighting the need to rethink school organization and elevate the role of support teachers.
This Supervised Teaching Practice Report (REPES) focuses on “The Role of Support Teachers in the Quality of Education”, aiming to understand how their actions contribute to a more equitable, differentiated, and inclusive educational response. The study took place in a primary school in Cascais, involving a 4th-grade class with 24 students, including two receiving additional learning support. A qualitative methodology was adopted, using participant bservation and a semi-structured interview with the class teacher. These instruments enabled the collection of data regarding the collaborative dynamics between the class teacher and the support teacher, and the challenges faced in their daily practice. The findings show that effective collaboration between teachers significantly enhances student inclusion and achievement, especially when joint planning and co-teaching are present. However, challenges such as lack of time, role overload of the support teacher, and insufficient formal collaboration moments were also noted. The study concludes that, despite existing limitations, collaborative teaching practices are essential to building a more inclusive school, highlighting the need to rethink school organization and elevate the role of support teachers.
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Educação inclusiva Professor de apoio Colaboração docente Ensino diferenciado Sucesso educativo Inclusive education Support teacher Teacher collaboration Differentiated instruction Student success