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Abstract(s)
A introdução de abordagens mais diversificadas no ensino e, em particular, nas
ciências, bem como a generalização da “escola para todos” constituem duas mudanças
essenciais na escola atual, desencadeando uma necessária reorganização das formas de
trabalho e um novo papel atribuído ao professor. Desta forma, os docentes deverão
desenvolver práticas educativas centradas na construção de novas estratégias de ação e
novas formas de encarar e resolver os problemas, adequadas a todos os perfis dos alunos,
sem discriminação entre alunos com ou sem Necessidades Educativas Especiais (NEE).
Por isso, é fundamental apostar na formação contínua dos professores e capacitá-los para
desenvolverem estratégias mais eficazes, criativas e inovadoras de ensino. Só assim os
professores se sentirão parte integrante e impulsionadora da mudança, na promoção da
verdadeira Educação para Todos.
Neste sentido, procurámos aferir se os professores de ciências têm uma perceção
das suas práticas consonantes com a filosofia da escola inclusiva ou, pelo contrário, se
têm uma perceção mais próxima de um modelo conservador e segregador de ensino. Para
tal, foi levada a efeito uma investigação descritiva, analítica e transversal, enquadrada num
paradigma quantitativo, com o recurso a um inquérito por questionário. A mesma abrangeu
um total de 88 professores de ciências de vários agrupamentos de escolas do concelho de
Viseu. Os dados obtidos foram alvo de análise estatística descritiva e inferencial. Em
relação aos resultados da pesquisa, apurámos que os professores têm uma perceção das
suas práticas comprometidas com a inclusão e que a resposta à diversidade está a ser
desenvolvida através do recurso à diversificação pedagógica, à aprendizagem cooperativa
que se estabelece na sala de aula e à colaboração entre os profissionais envolvidos no
processo educativo dos alunos. No entanto, os inquiridos destacam necessidades de
formação para atender às particularidades e especificidades apresentadas pelos alunos.
No que concerne às abordagens de ensino adotadas, constata-se que a perspetiva de
ensino por descoberta é aquela que os docentes referem ser a mais utilizada. Todavia,
verifica-se que os professores que afirmam utilizar a perspetiva de ensino por pesquisa, ou
seja, a perspetiva de ensino mais atual e inovadora, são os docentes que apresentam uma
perceção mais inclusiva.
The introduction of more diversified approaches in education, particularly in science, as well as the generalization of "school for all" are two essential changes in the current school, triggering a necessary reorganization of ways of working and a new role for the teacher. Thus, teachers should develop educational practices focused on the construction of new action strategies and new ways to face and solve the problems, suitable for all profiles of students, without discrimination between students with and without special educational needs (SEN). Therefore, it is essential to invest in training of teachers and enable them to develop more effective strategies, creative and innovative teaching. Only then teachers will feel part of and driving force of change in the promotion of true education for all. In this sense, we tried to assess whether the science teachers have a perception of its practices in line with the philosophy of inclusive school or, on the contrary, have a closer perception of a conservative model and segregating teaching. To this end, a descriptive, analytical and cross-sectional research was carried out, framed in a quantitative paradigm, with the use of a questionnaire survey. It covered a total of 88 science teachers from various groupings of Viseu county schools. The data were subjected to descriptive and inferential statistical analysis. Regarding the results of the research, we found out that teachers have a perception of their practices committed to inclusion and that the response to diversity is being developed through the use of educational diversification, cooperative learning that takes place in the classroom and collaboration among professionals involved in the educational process of students. However, respondents highlight training needs to meet the particularities and specificities presented by the students. Regarding the adopted educational approaches, it appears that the teaching perspective by discovery is the one that teachers refer to be the most used. However, it appears that the teachers who claim to use the teaching perspective for research, that is the most current and innovative educational perspective, are the teachers who have a more inclusive perception.
The introduction of more diversified approaches in education, particularly in science, as well as the generalization of "school for all" are two essential changes in the current school, triggering a necessary reorganization of ways of working and a new role for the teacher. Thus, teachers should develop educational practices focused on the construction of new action strategies and new ways to face and solve the problems, suitable for all profiles of students, without discrimination between students with and without special educational needs (SEN). Therefore, it is essential to invest in training of teachers and enable them to develop more effective strategies, creative and innovative teaching. Only then teachers will feel part of and driving force of change in the promotion of true education for all. In this sense, we tried to assess whether the science teachers have a perception of its practices in line with the philosophy of inclusive school or, on the contrary, have a closer perception of a conservative model and segregating teaching. To this end, a descriptive, analytical and cross-sectional research was carried out, framed in a quantitative paradigm, with the use of a questionnaire survey. It covered a total of 88 science teachers from various groupings of Viseu county schools. The data were subjected to descriptive and inferential statistical analysis. Regarding the results of the research, we found out that teachers have a perception of their practices committed to inclusion and that the response to diversity is being developed through the use of educational diversification, cooperative learning that takes place in the classroom and collaboration among professionals involved in the educational process of students. However, respondents highlight training needs to meet the particularities and specificities presented by the students. Regarding the adopted educational approaches, it appears that the teaching perspective by discovery is the one that teachers refer to be the most used. However, it appears that the teachers who claim to use the teaching perspective for research, that is the most current and innovative educational perspective, are the teachers who have a more inclusive perception.
Description
Keywords
Necessidades educativas especiais Ensino das ciências Formação de professores; Inclusão Perceção dos professores Práticas educativas Special educational needs Science education Teacher training Inclusion Perception of teachers Educational practices
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu