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Fatores identificados por professores de 2º e 3º ciclo, como necessários à implementação de medidas universais
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Abstract(s)
O presente estudo teve por objetivo principal caracterizar os principais fatores, indicados por professores de 2º e 3º ciclo, como sendo necessários à implementação das medidas universais estabelecidas nos princípios e nas normas que garantem a inclusão (DL 54/2018). Adicionalmente foram também estudadas as crenças dos professores acerca das práticas pedagógicas diferenciadas. Os participantes foram professores de 2º e 3º ciclo atualmente a lecionar na área metropolitana de Lisboa. Os dados foram recolhidos através de uma entrevista semiestruturada a 23 professores e através da aplicação de um questionário sobre diferenciação administrado junto de uma amostra de 137 professores. Os resultados revelam que os professores têm crenças positivas face às práticas diferenciadas e identificam como principais fatores necessários à implementação das medidas universais: a formação, o aumento dos recursos materiais e a redução do número de alunos por turma. Não foi encontrada nenhuma relação estatisticamente significativa entre as variáveis estudadas. Estes dados permitem identificar o que será necessário para garantir que os professores são capazes implementar as medidas universais que lhes são exigidas na nova legislação.
The purpose of this study is to identify the main factors pointed out as necessary to employ medidas universais, by teachers of the 2nd and 3rd cycle (of the Portuguese educational system). Medidas universais is a concept now described on the new Portuguese legislation for education (DL 54/2018) and it is called in literature, differentiated practices. Hence, we studied teachers´ beliefs on these differentiated practices and their relationship with different variables. Participants of this study are teachers of the 2nd and 3rd cycle, currently teaching in state schools in the Lisbon area. Data was collected through a semi-structured interview to 23 teachers and trough the application of a questionnaire about differentiated practices to 137 teachers. This study revealed that participants had positive beliefs about differentiated instructions. They identified as requirements to employ medidas universais: training, the increase in material resources and the reduction of the number of students per class. We also found no statistically significant relationship between the variables studied. This data helps to understand what teachers may need in order to employ medidas universais (differentiated instructions), now required by Portuguese law.
The purpose of this study is to identify the main factors pointed out as necessary to employ medidas universais, by teachers of the 2nd and 3rd cycle (of the Portuguese educational system). Medidas universais is a concept now described on the new Portuguese legislation for education (DL 54/2018) and it is called in literature, differentiated practices. Hence, we studied teachers´ beliefs on these differentiated practices and their relationship with different variables. Participants of this study are teachers of the 2nd and 3rd cycle, currently teaching in state schools in the Lisbon area. Data was collected through a semi-structured interview to 23 teachers and trough the application of a questionnaire about differentiated practices to 137 teachers. This study revealed that participants had positive beliefs about differentiated instructions. They identified as requirements to employ medidas universais: training, the increase in material resources and the reduction of the number of students per class. We also found no statistically significant relationship between the variables studied. This data helps to understand what teachers may need in order to employ medidas universais (differentiated instructions), now required by Portuguese law.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Medidas universais Práticas pedagógicas diferenciadas Professores de 2º e 3º ciclo Differentiated practices Teachers of the 2nd and 3rd cycle