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Advisor(s)
Abstract(s)
Compreender as autoperceções dos profissionais de Educação Especial constitui uma mais-valia para o enquadramento, consciencialização e reestruturação das práticas pedagógicas e institucionais promotoras de uma escola inclusiva. Atualmente, a consciencialização da mudança e da necessidade de valorizar as práticas está nas conversas diárias das equipas. Os obstáculos e a sensação de incapacidade, gerados pelos mais diversos motivos, parecem fazer com que os profissionais se sintam cansados e desmotivados. Mesmo assim, encontram-se formas de trabalhar com os escassos recursos existentes, tentando adequá-los aos casos particulares. Muito se poderia melhorar, alcançando-se, com maior facilidade, as prioridades, os interesses e motivações de cada aluno. Assim, este estudo exploratório enquadra-se no modelo de investigação mista, com recurso a duas abordagens, qualitativa e quantitativa, sendo os dados recolhidos através de entrevistas semiestruturadas e questionários e pretende clarificar as autoperceções, por parte de uma amostra de 34 profissionais de Educação Especial da rede pública, sobre os obstáculos sentidos no exercício das suas funções. Os resultados clarificam alguns dos obstáculos sentidos, ao nível legislativo, no que concerne ao desenvolvimento de algumas práticas, assim como ao nível da formação docente, sendo que a legislação não foi considerada um obstáculo, mas sim a sua operacionalização, sendo a falta de recursos humanos, o obstáculo mencionado como o mais significativo para colocar em prática o que a legislação regula e assim conseguir-se satisfazer as necessidades de todos os alunos.
Understanding the self-perceptions of Special Education professionals establishes an added value for the framing, awareness and restructuring of pedagogical and institutional practices that promote an inclusive school. Presently, the awareness of change and the necessity to value practices is in daily team discussions. Obstacle and the feeling of incapacity, produced by the most diverse reasons, seems to make professionals feel tired and unmotivated. Even so, there are ways to work with the rare existing resources, trying to adjust them to particular cases. Much could be improved in order to reach the priorities, interests and motivations of each student. Therefore, this investigative study fits into the mixed research model, with two approaches, a qualitative one and a quantitative one, with data collected through semi-structured interviews and questionnaires aiming to clarify self-perceptions, by a sample of 34 Special Education professionals in the public network and it´s about the obstacles experienced when carrying out their functions. The conclusions explain some of the obstacles felt, at the legislative level, with regard to the development of some practices, as well as at the level of teacher training, with legislation not being considered an obstacle, but rather its operationalization, and the lack of human resources, which was the obstacle mentioned as the most noteworthy to putting into practice what the legislation normalizes and consequently being able to meet the needs of all students.
Understanding the self-perceptions of Special Education professionals establishes an added value for the framing, awareness and restructuring of pedagogical and institutional practices that promote an inclusive school. Presently, the awareness of change and the necessity to value practices is in daily team discussions. Obstacle and the feeling of incapacity, produced by the most diverse reasons, seems to make professionals feel tired and unmotivated. Even so, there are ways to work with the rare existing resources, trying to adjust them to particular cases. Much could be improved in order to reach the priorities, interests and motivations of each student. Therefore, this investigative study fits into the mixed research model, with two approaches, a qualitative one and a quantitative one, with data collected through semi-structured interviews and questionnaires aiming to clarify self-perceptions, by a sample of 34 Special Education professionals in the public network and it´s about the obstacles experienced when carrying out their functions. The conclusions explain some of the obstacles felt, at the legislative level, with regard to the development of some practices, as well as at the level of teacher training, with legislation not being considered an obstacle, but rather its operationalization, and the lack of human resources, which was the obstacle mentioned as the most noteworthy to putting into practice what the legislation normalizes and consequently being able to meet the needs of all students.
Description
Keywords
Educação Especial Professores Barreiras à Inclusão Special Education Teachers Barriers to Inclusion