| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 893.65 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio intitulado “Prática de Ensino Supervisionada e investigação sobre a importância da música na inclusão de crianças com Necessidades de Saúde Especiais na Educação Pré-Escolar” enquadra-se no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este trabalho evidencia a reflexão sobre o percurso realizado ao longo das práticas supervisionadas, bem como o trabalho de investigação no domínio das Necessidades de Saúde Especiais (NSE), no quadro do referencial inclusivo. A estrutura deste relatório encontra-se organizada em duas partes, sendo a primeira destinada às práticas pedagógicas em contexto inseridas nas unidades curriculares de Prática de Ensino Supervisionada (PES) III e IV, que decorreram na Educação Pré-Escolar (EPE), sendo sustentadas por referências fundamentais e normativos legais em vigor. Relativamente à segunda parte, referente ao trabalho de investigação, é apresentado o enquadramento teórico, abordando os temas Educação Inclusiva e Necessidades de Saúde Especiais (NSE) e, ainda, a Música e as crianças com NSE. Na componente empírica, iniciada com a contextualização, são apresentados os objetivos, a saber: i) conhecer a formação de educadores/professores, no âmbito da Educação Inclusiva e das Necessidades de Saúde Especiais; ii) compreender a perceção de educadores/ professores acerca da inclusão escolar de crianças com Necessidades de Saúde Especiais. iii) analisar a formação de educadores/ professores na área da música, aferindo o modo como a utilizam na educação de crianças com Necessidades de Saúde Especiais; iv) analisar a perspetiva de educadores/ professores com o intuito de identificar as técnicas/metodologias mais eficazes na área da música, promotoras do desenvolvimento de crianças com Necessidades de Saúde Especiais. No que diz respeito à metodologia, trata-se de um estudo qualitativo, desenvolvido com recurso a entrevistas semiestruturadas aplicadas a cinco participantes, sendo três educadoras de infância do Ensino Regular e duas professoras de Educação Especial. Os resultados acentuam um défice na formação dos participantes no que se refere ao domínio das NSE e, em particular, à área da música, em especial sobre a sua instrumentalidade como recurso importante na promoção do desenvolvimento e inclusão de crianças com necessidades específicas. Verifica-se também que a maior dificuldade está nas estratégias de intervenção da música, percebendo-se que as entrevistadas recorrem apenas a instrumentos e à diversidade de ritmos e melodias. Destaca-se a importância de práticas inclusivas na intervenção com crianças com NSE. No que toca às estratégias mais utilizadas, salienta-se o trabalho/apoio individualizado,
This Final Internship Report entitled "Supervised Teaching Practice and research on the importance of music in the inclusion of children with Special Health Needs in Preschool Education" is part of the Master's Degree in Preschool Education and Teaching in the 1st Cycle of Basic Education. This work highlights the reflection on the path taken throughout the supervised practices, as well as the research work in the field of Special Health Needs (SNS), within the inclusive framework. The structure of this report is organized in two parts, the first of which is dedicated to the pedagogical practices in the context of the curricular units of Supervised Teaching Practice (SEP) III and IV, which took place in Preschool Education (EPE), and is supported by fundamental references and legal regulations in force. Regarding the second part, referring to the research work, the theoretical framework is presented, addressing the themes Inclusive Education and Special Health Needs (SNE) and also Music and children with SNE. In the empirical component, beginning with the contextualization, the objectives are presented, namely: i) to know the training of educators/teachers, in the context of Inclusive Education and Special Health Needs; ii) to understand the perception of educators/teachers about the school inclusion of children with Special Health Needs. iii) to analyze the training of educators/teachers in the area of music, assessing how they use it in the education of children with Special Health Needs; iv) to analyze the perspective of educators/teachers in order to identify the most effective techniques/methodologies in the area of music, promoters of the development of children with Special Health Needs. With regard to methodology, this is a qualitative study, developed using semi-structured interviews applied to five participants, three kindergarten teachers of Regular Education and two Special Education teachers. The results emphasize a deficit in the participants' training regarding the NSE domain and the area of music, especially about its instrumentality as an important resource in promoting the development and inclusion of children with specific needs. It is also verified that the greatest difficulty is in the strategies of music intervention, noting that the interviewees resort only to instruments and the diversity of rhythms and melodies. The importance of inclusive practices in the intervention with children with NSE is highlighted. Regarding the most used strategies, individualized work/support, reinforcement of learning/skills and relaxation opportunities are highlighted.
This Final Internship Report entitled "Supervised Teaching Practice and research on the importance of music in the inclusion of children with Special Health Needs in Preschool Education" is part of the Master's Degree in Preschool Education and Teaching in the 1st Cycle of Basic Education. This work highlights the reflection on the path taken throughout the supervised practices, as well as the research work in the field of Special Health Needs (SNS), within the inclusive framework. The structure of this report is organized in two parts, the first of which is dedicated to the pedagogical practices in the context of the curricular units of Supervised Teaching Practice (SEP) III and IV, which took place in Preschool Education (EPE), and is supported by fundamental references and legal regulations in force. Regarding the second part, referring to the research work, the theoretical framework is presented, addressing the themes Inclusive Education and Special Health Needs (SNE) and also Music and children with SNE. In the empirical component, beginning with the contextualization, the objectives are presented, namely: i) to know the training of educators/teachers, in the context of Inclusive Education and Special Health Needs; ii) to understand the perception of educators/teachers about the school inclusion of children with Special Health Needs. iii) to analyze the training of educators/teachers in the area of music, assessing how they use it in the education of children with Special Health Needs; iv) to analyze the perspective of educators/teachers in order to identify the most effective techniques/methodologies in the area of music, promoters of the development of children with Special Health Needs. With regard to methodology, this is a qualitative study, developed using semi-structured interviews applied to five participants, three kindergarten teachers of Regular Education and two Special Education teachers. The results emphasize a deficit in the participants' training regarding the NSE domain and the area of music, especially about its instrumentality as an important resource in promoting the development and inclusion of children with specific needs. It is also verified that the greatest difficulty is in the strategies of music intervention, noting that the interviewees resort only to instruments and the diversity of rhythms and melodies. The importance of inclusive practices in the intervention with children with NSE is highlighted. Regarding the most used strategies, individualized work/support, reinforcement of learning/skills and relaxation opportunities are highlighted.
Description
Keywords
Necessidades de Saúde Especiais (NSE) Música Práticas Inclusivas Inclusão Educação Especial (EE) Ensino Regular (ER) Special Health Needs (SNS) Music Inclusive Practices Inclusion Special Education (SS) Regular Education (RE)