Loading...
Publication
As experiências de inclusão de famílias de alunos com medidas adicionais em pré-escolar e 1º ciclo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.61 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A inclusão educativa constitui, atualmente, um dos maiores desafios e compromissos
das escolas, ao procurar assegurar a equidade, a participação e o direito à aprendizagem de
todas as crianças. No contexto português, o Decreto-Lei n.º 54/2018 veio consolidar um
paradigma de educação inclusiva, promovendo a colaboração entre a escola e a família e
salientando medidas que respondem à diversidade dos alunos. Contudo, a forma como estas
medidas são vivenciadas pelas famílias permanece pouco explorada, sobretudo relativamente a
crianças com medidas adicionais no Pré-Escolar e no 1.º Ciclo do Ensino Básico.
O presente estudo teve como objetivo compreender as experiências das famílias no
processo de inclusão escolar, analisando as suas perceções acerca da participação no percurso
educativo dos filhos, das práticas de inclusão e dos desafios enfrentados. Assim sendo, foi
adotada uma metodologia qualitativa, realizando uma entrevista semi-estruturada a 30 famílias
(nove do Pré-Escolar e 21 do 1.º Ciclo). Os dados foram sujeitos à análise de conteúdo de
Bardin (2013), organizada em categorias e subcategorias que refletiram as dimensões centrais
da investigação.
Os resultados enfatizaram quatro aspetos principais: (1) a valorização da inclusão
como um direito essencial, associado à equidade, ao sentimento de pertença e à valorização da
diversidade; (2) a insuficiência de recursos e as dificuldades na comunicação escola – família;
(3) a participação parental limitada em processos de decisão; e (4) a necessidade de práticas
pedagógicas flexíveis e de uma relação colaborativa com os docentes.
Em suma, este estudo reforça a relevância da voz das famílias na construção de uma
escola verdadeiramente inclusiva. Valorizar as suas perspetivas permite não apenas
compreender os obstáculos ainda presentes, mas também identificar caminhos que promovam
práticas pedagógicas mais equitativas, colaborativas e centradas nas necessidades reais dos
alunos. Assim, reforça-se a necessidade de transformar o quadro legislativo em práticas
consistentes no quotidiano escolar, assegurando a todas as crianças oportunidades efetivas de
participação, de aprendizagem e de desenvolvimento.
Educational inclusion is currently one of the greatest challenges and commitments facing schools as they seek to ensure equity, participation, and the right to learning for all children. In the Portuguese context, Decree-Law No. 54/2018 consolidated a paradigm of inclusive education, promoting collaboration between schools and families and highlighting measures that respond to student diversity. However, how these measures are experienced by families remains largely unexplored, especially in relation to children with additional measures in preschool and the first cycle of basic education. The present study aimed to understand the experiences of families in the process of school inclusion, analyzing their perceptions about participation in their children's educational journey, inclusion practices, and the challenges faced. Therefore, a qualitative methodology was adopted, conducting a semi-structured interview with 30 families (nine from preschool and 21 from primary school). The data were subjected to Bardin's (2013) content analysis, organized into categories and subcategories that reflected the central dimensions of the research. The results emphasized four main aspects: (1) the value of inclusion as an essential right, associated with equity, a sense of belonging, and the appreciation of diversity; (2) insufficient resources and difficulties in communication between schools and families; (3) limited parental participation in decision-making processes; and (4) the need for flexible teaching practices and a collaborative relationship with teachers. In short, this study reinforces the importance of families' voices in building a truly inclusive school. Valuing their perspectives allows us not only to understand the obstacles that still exist, but also to identify ways to promote more equitable, collaborative teaching practices that focus on the real needs of students. Thus, it reinforces the need to transform the legislative framework into consistent practices in everyday school life, ensuring that all children have effective opportunities for participation, learning, and development
Educational inclusion is currently one of the greatest challenges and commitments facing schools as they seek to ensure equity, participation, and the right to learning for all children. In the Portuguese context, Decree-Law No. 54/2018 consolidated a paradigm of inclusive education, promoting collaboration between schools and families and highlighting measures that respond to student diversity. However, how these measures are experienced by families remains largely unexplored, especially in relation to children with additional measures in preschool and the first cycle of basic education. The present study aimed to understand the experiences of families in the process of school inclusion, analyzing their perceptions about participation in their children's educational journey, inclusion practices, and the challenges faced. Therefore, a qualitative methodology was adopted, conducting a semi-structured interview with 30 families (nine from preschool and 21 from primary school). The data were subjected to Bardin's (2013) content analysis, organized into categories and subcategories that reflected the central dimensions of the research. The results emphasized four main aspects: (1) the value of inclusion as an essential right, associated with equity, a sense of belonging, and the appreciation of diversity; (2) insufficient resources and difficulties in communication between schools and families; (3) limited parental participation in decision-making processes; and (4) the need for flexible teaching practices and a collaborative relationship with teachers. In short, this study reinforces the importance of families' voices in building a truly inclusive school. Valuing their perspectives allows us not only to understand the obstacles that still exist, but also to identify ways to promote more equitable, collaborative teaching practices that focus on the real needs of students. Thus, it reinforces the need to transform the legislative framework into consistent practices in everyday school life, ensuring that all children have effective opportunities for participation, learning, and development
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Inclusão escolar Educação inclusiva Família Participação Pré- Escolar 1.º Ciclo School inclusion Inclusive education Family Participation Preschool 1st Cycle