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Publication
A inclusão em educação de infância
Authors
Advisor(s)
Abstract(s)
Este Relatório da Prática de Ensino Supervisionada foi realizado no âmbito do Mestrado em
Educação Pré-Escolar. A sua temática incide sobre a Inclusão em Educação de Infância onde,
tendo por referência a instituição em que realizei o estágio em Jardim de Infância, se procurou
compreender como as diversas educadoras trabalham a inclusão. O estudo foi orientado de
forma a procurar encontrar respostas a questões como a importância da Inclusão na Educação
de Infância, de que forma os valores do Projeto Educativo desta instituição são potenciadores
de uma prática de Inclusão, o papel da equipa educativa e da família nesta Prática Inclusiva e
as estratégias que utilizam para a concretizarem.
Foram mobilizados um conjunto de autores, cujas obras identificam a problemática e
contextualização deste tema. O estudo é qualitativo, tendo por base um inquérito por
questionário realizado a um conjunto de educadoras da instituição, sobre diversos aspetos do
dia a dia da sua prática e como cada um desses aspetos potenciam, ou não, a Inclusão das
crianças. As participantes são 10 educadoras da instituição que asseguram a sua prática
educativa a 200 crianças de um total de 260 crianças inscritas neste ano letivo nesta instituição.
A análise qualitativa permitiu perspetivar dados significativos, através das respostas dadas ao
inquérito realizado. Salienta-se ainda a contribuição do trabalho ao longo do estágio para apoiar
a inclusão.
Os resultados revelam que a Inclusão, é um caminho que se faz no dia a dia. O atual
enquadramento jurídico que define a Inclusão (Decreto-lei 54 de 2018) é ainda muito recente,
é complexo e é muito inovador.
ABSTRACT: This Supervised Teaching Practice Report was carried out in the sphere of the Master in PreSchool Education. Its theme focuses on Inclusion in Childhood Education, having as reference the institution where I carried out the internship in Kindergarden, The study tries to understand how the various educators work with inclusion. The study was guided to try to find answers to questions such as the importance of Inclusion in Childhood Education, how the values of the Educational Project of this institution are enablers of a practice of Inclusion, the role of the educational team and the family in this Inclusive Practice and the strategies they use to achieve it. A group of authors was mobilized, whose works identify the problematic and contextualization of this theme. The study is qualitative, based on a questionnaire survey carried out to a group of educators at the institution, on various aspects of their day-to-day practice and how each of these aspects enhance, or not, the Inclusion of children. The participants are 10 educators from the institution who provide their educational practice to 200 children out of a total of 260 children enrolled in this school year at this institution. The qualitative analysis made it possible to anticipate significant data, through the answers given to the survey carried out. I also emphasize the contribution of work throughout the internship to support inclusion. The results reveal that Inclusion is a path that is made on a daily basis. The current legal framework that defines Inclusion (Decreto-lei 54 de 2018) is still very recent, complex, and very innovative.
ABSTRACT: This Supervised Teaching Practice Report was carried out in the sphere of the Master in PreSchool Education. Its theme focuses on Inclusion in Childhood Education, having as reference the institution where I carried out the internship in Kindergarden, The study tries to understand how the various educators work with inclusion. The study was guided to try to find answers to questions such as the importance of Inclusion in Childhood Education, how the values of the Educational Project of this institution are enablers of a practice of Inclusion, the role of the educational team and the family in this Inclusive Practice and the strategies they use to achieve it. A group of authors was mobilized, whose works identify the problematic and contextualization of this theme. The study is qualitative, based on a questionnaire survey carried out to a group of educators at the institution, on various aspects of their day-to-day practice and how each of these aspects enhance, or not, the Inclusion of children. The participants are 10 educators from the institution who provide their educational practice to 200 children out of a total of 260 children enrolled in this school year at this institution. The qualitative analysis made it possible to anticipate significant data, through the answers given to the survey carried out. I also emphasize the contribution of work throughout the internship to support inclusion. The results reveal that Inclusion is a path that is made on a daily basis. The current legal framework that defines Inclusion (Decreto-lei 54 de 2018) is still very recent, complex, and very innovative.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA - Instituto
Universitário para obtenção de grau de Mestre em
Educação Pré-escolar
Keywords
Educação de Infância Papel do Educador de infância Childhood education Role of the kindergarden teacher