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O Contributo das Atividades de Enriquecimento Curricular na Inclusão de Alunos com Necessidades de Saúde Especiais
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O presente estudo teve como finalidade analisar o contributo das Atividades de Enriquecimento Curricular (AEC) na a inclusão de alunos com Necessidades de Saúde Especiais (NSE), no contexto da Escola a Tempo Inteiro (ETI). Parte-se do pressuposto de que as AEC configuram uma medida de política educativa orientada para o enriquecimento do currículo, simultaneamente, promovem a equidade, o sucesso escolar e o reforço da articulação entre a escola e a família. Do ponto de vista teórico, o estudo insere-se no paradigma da educação inclusiva, sustentado nos princípios da igualdade de oportunidades, da diferenciação pedagógica e da flexibilidade curricular. A inclusão é concebida como um processo dinâmico que valoriza a diversidade e procura responder de forma ajustada às necessidades individuais dos alunos, contribuindo para o seu desenvolvimento integral. Neste enquadramento, as AEC assumem-se como um espaço privilegiado para o desenvolvimento de competências transversais, designadamente a criatividade, a autonomia, o pensamento crítico e o exercício da cidadania. Em termos metodológicos, o estudo adotou uma abordagem qualitativa, de natureza descritiva, interpretativa e compreensiva. A recolha de dados foi realizada através de entrevistas semiestruturadas a sete docentes de uma escola básica. Posteriormente, os dados foram submetidos a análise de conteúdo. Os resultados obtidos evidenciam que as AEC constituem um contributo relevante para a promoção da inclusão, nomeadamente através do desenvolvimento de competências sociais e comportamentais, bem como do reforço do sentimento de pertença dos alunos. Não obstante, a sua eficácia encontra-se dependente da existência de condições organizacionais e pedagógicas adequadas.
The present study aimed to analyse the contribution of Curricular Enrichment Activities (CEA) to the inclusion of students with Special Health Needs (SHN) within the context of the full-time school model. It is based on the assumption that CEA constitute an educational policy measure oriented towards curriculum enrichment, while simultaneously promoting equity, academic success, and strengthening the relationship between school and family. From a theoretical perspective, the study is grounded in the inclusive education paradigm, supported by the principles of equal opportunities, pedagogical differentiation, and curricular flexibility. Inclusion is understood as a dynamic process that values diversity and seeks to respond appropriately to students’ individual needs, contributing to their holistic development. Within this framework, CEA are seen as a privileged space for the development of transversal skills, namely creativity, autonomy, critical thinking, and active citizenship. Methodologically, the study adopted a qualitative approach of a descriptive, interpretative in-depth nature. Data were collected through semi-structured interviews conducted with seven teachers from a primary school. Subsequently, the data were analysed using content analysis techniques. The results indicate that CEA represent a significant contribution to the promotion of inclusion, particularly through the development of social and behavioural skills, as well as the strengthening of students’ sense of belonging. Nevertheless, their effectiveness depends on the existence of adequate organizational and pedagogical conditions.
The present study aimed to analyse the contribution of Curricular Enrichment Activities (CEA) to the inclusion of students with Special Health Needs (SHN) within the context of the full-time school model. It is based on the assumption that CEA constitute an educational policy measure oriented towards curriculum enrichment, while simultaneously promoting equity, academic success, and strengthening the relationship between school and family. From a theoretical perspective, the study is grounded in the inclusive education paradigm, supported by the principles of equal opportunities, pedagogical differentiation, and curricular flexibility. Inclusion is understood as a dynamic process that values diversity and seeks to respond appropriately to students’ individual needs, contributing to their holistic development. Within this framework, CEA are seen as a privileged space for the development of transversal skills, namely creativity, autonomy, critical thinking, and active citizenship. Methodologically, the study adopted a qualitative approach of a descriptive, interpretative in-depth nature. Data were collected through semi-structured interviews conducted with seven teachers from a primary school. Subsequently, the data were analysed using content analysis techniques. The results indicate that CEA represent a significant contribution to the promotion of inclusion, particularly through the development of social and behavioural skills, as well as the strengthening of students’ sense of belonging. Nevertheless, their effectiveness depends on the existence of adequate organizational and pedagogical conditions.
Descrição
Palavras-chave
Educação Inclusiva Necessidades de Saúde Especiais Diferenciação e Flexibilidade Curricular Atividades de Enriquecimento Curricular Inclusive Education Specific Health Needs
Contexto Educativo
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Licença CC
Sem licença CC