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O presente Relatório Final de Estágio encontra-se estruturado em duas partes: a primeira centra-se numa reflexão crítica sobre as práticas pedagógicas desenvolvidas em contexto educativo, nomeadamente no 1.º Ciclo do Ensino Básico (1.º CEB) e na Educação Pré-Escolar (EPE), apresentadas segundo a ordem cronológica dos estágios realizados. A segunda parte diz respeito ao trabalho de investigação que dá título ao relatório, intitulado “Prática de Ensino Supervisionado e investigação sobre estratégias inclusivas em contexto de Educação Pré-Escolar”. A Educação Inclusiva assume, atualmente, um papel central na intervenção educativa, particularmente no contexto da EPE, onde a diversidade das crianças é cada vez mais evidente. As Necessidades de Saúde Específicas (NSE), pela sua complexidade e impacto no quotidiano infantil, exigem dos educadores de infância uma reflexão permanente sobre práticas que promovam a participação, o bem-estar e o desenvolvimento integral de todas as crianças. Neste sentido, torna-se fundamental compreender de que forma estes profissionais interpretam os princípios orientadores da inclusão e mobilizam estratégias adequadas para responder às exigências inerentes às NSE em contexto educativo. A investigação desenvolvida teve como principal objetivo analisar as perceções dos educadores de infância relativamente à Educação Inclusiva na EPE, com particular enfoque na resposta às NSE. O estudo surgiu a partir da observação de práticas pedagógicas em contexto de estágio, que evidenciaram a importância das dinâmicas colaborativas, das adaptações curriculares e da articulação com as famílias. Metodologicamente, foi realizada uma investigação de natureza descritiva, recorrendo a um inquérito por questionário online aplicado a educadores de infância a nível nacional. Os resultados obtidos junto de 192 p articipantes revelam a integração de princípios inclusivos nas práticas, destacando-se a adaptação de rotinas e a promoção da participação em grupo. Evidencia-se ainda a valorização da formação contínua, para o desenvolvimento de competências e para a superação de desafios associados às NSE, nomeadamente a gestão de recursos, a comunicação interdisciplinar e a necessidade de apoio especializado.
This Final Internship Report is structured in two parts: the first focuses on a critical reflection on the pedagogical practices developed in an educational context, namely in the 1st Cycle of Basic Education (1st CEB) and in Pre-School Education (EPE), presented according to the chronological order of the internships carried out. The second part concerns the research work that gives the report its title, entitled "Supervised Teaching Practice and research on inclusive strategies in the context of Pre-School Education". Inclusive Education currently plays a central role in educational intervention, particularly in the context of EPE, where the diversity of children is increasingly evident. Specific Health Needs (SHN), due to their complexity and impact on children's daily lives, require early childhood educators to constantly reflect on practices that promote the participation, well-being and integral development of all children. In this sense, it becomes fundamental to understand how these professionals interpret the guiding principles of inclusion and mobilize appropriate strategies to respond to the demands inherent to SEN in an educational context. The research developed had as its main objective to analyze the perceptions of early childhood educators regarding Inclusive Education in Early Childhood Education, with a particular focus on responding to SEN. The study arose from the observation of pedagogical practices in an internship context, which highlighted the importance of collaborative dynamics, curricular adaptations, and articulation with families. Methodologically, a descriptive investigation was carried out, using an online questionnaire survey applied to early childhood educators nationwide. The results obtained with 192 participants reveal the integration of inclusive principles in practices, highlighting the adaptation of routines and the promotion of group participation. The value of continuing education is also evident, for the development of skills and for overcoming challenges associated with SEN, namely resource management, interdisciplinary communication, and the need for specialized support.
This Final Internship Report is structured in two parts: the first focuses on a critical reflection on the pedagogical practices developed in an educational context, namely in the 1st Cycle of Basic Education (1st CEB) and in Pre-School Education (EPE), presented according to the chronological order of the internships carried out. The second part concerns the research work that gives the report its title, entitled "Supervised Teaching Practice and research on inclusive strategies in the context of Pre-School Education". Inclusive Education currently plays a central role in educational intervention, particularly in the context of EPE, where the diversity of children is increasingly evident. Specific Health Needs (SHN), due to their complexity and impact on children's daily lives, require early childhood educators to constantly reflect on practices that promote the participation, well-being and integral development of all children. In this sense, it becomes fundamental to understand how these professionals interpret the guiding principles of inclusion and mobilize appropriate strategies to respond to the demands inherent to SEN in an educational context. The research developed had as its main objective to analyze the perceptions of early childhood educators regarding Inclusive Education in Early Childhood Education, with a particular focus on responding to SEN. The study arose from the observation of pedagogical practices in an internship context, which highlighted the importance of collaborative dynamics, curricular adaptations, and articulation with families. Methodologically, a descriptive investigation was carried out, using an online questionnaire survey applied to early childhood educators nationwide. The results obtained with 192 participants reveal the integration of inclusive principles in practices, highlighting the adaptation of routines and the promotion of group participation. The value of continuing education is also evident, for the development of skills and for overcoming challenges associated with SEN, namely resource management, interdisciplinary communication, and the need for specialized support.
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Educação Inclusiva Necessidades de Saúde Específicas Educação Pré-Escolar Práticas Pedagógicas Perceções de Educadores Inclusive Education Specific Health Needs Preschool Education Pedagogical Practices Educators' Perceptions