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Educação inclusiva em Portugal : culturas, politicas e práticas identificadas nas escolas
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Um dos grandes desafios que os sistemas educativos de todo o mundo enfrentam é encontrar soluções para incluir todas as crianças nas escolas. Neste sentido, e partindo da problemática da multiplicidade crescente de dimensões da diversidade dos alunos que a escola acolhe, e da urgência de se proporcionar uma resposta educativa efetiva e adequada a todas as crianças e jovens, propomo-nos refletir sobre as culturas, políticas e práticas inclusivas identificadas nas escolas, em Portugal, sobretudo desde a mais recente alteração ao enquadramento legislativo sobre a educação inclusiva (Decreto-Lei 54/2018 e Decreto-Lei 55/2018). Para o efeito, construímos um quadro teórico que enquadra, tanto a problemática, como os resultados obtidos: desde a evolução histórica dos conceitos às iniciativas de desenvolvimento profissional dos professores que podem favorecer o desenvolvimento da educação inclusiva. Trata-se de um estudo de natureza mista, inscrito no paradigma do pragmatismo, que integra um ciclo de design exploratório sequencial, iniciado com a recolha de dados qualitativos, cujos resultados são utilizados para construir instrumentos e intervenções, seguida da recolha de dados quantitativos e da interpretação da forma como estes geram novos resultados, instrumentos e intervenções. A investigação decorreu em três fases, sendo que os dados qualitativos recolhidos na primeira fase correspondem a: i) quatro entrevistas exploratórias, realizadas a dois peritos, na área da inclusão: David Rodrigues e Tony Booth, e a duas coordenadoras, de ciclo e da EMAEI, de um Agrupamento de Escolas TEIP (Lisboa), e a ii) um “World Café”, realizado com 22 professores do 1º ciclo do Ensino Básico, do referido agrupamento. A segunda fase consistiu na construção de instrumentos e de intervenções e, na terceira fase, participaram 305 professores e 82 alunos, do 1º ao 12º ano de escolaridade, através do preenchimento de um questionário com questões abertas e fechadas, validado previamente pelos investigadores. Os resultados sugerem que os professores com mais formação e conhecimentos sobre educação inclusiva apresentam perceções mais positivas face às culturas, políticas e práticas inclusivas das suas escolas. Os alunos também tendem a percecionar positivamente os aspetos relacionados com o ambiente da escola e da sala de aula, embora sejam mais críticos em relação às práticas inclusivas dos professores, do que os próprios professores.
One of the great challenges facing education systems around the world is finding solutions to include all children in schools. With this in mind, and starting from the problem of the growing multiplicity of dimensions of the diversity of students that schools welcome, and the urgency of providing an effective and appropriate educational response to all children and young people, we set out to reflect on the inclusive cultures, policies and practices identified in schools in Portugal, especially since the most recent change to the legislative framework on inclusive education (Decree Law 54/2018 and Decree Law 55/2018). To this end, we have built a theoretical framework that justifies both the problem and the results obtained: from the historical evolution of concepts to teacher professional development initiatives that can favour the development of inclusive education. It is a study of a mixed nature, inscribed in the paradigm of pragmatism, which integrates a sequential exploratory design cycle, that begins with the collection of qualitative data, the results of which are used to build instruments and interventions, followed by the collection of quantitative data and the interpretation of how these generate new results, instruments and interventions. The research took place in three phases, as explained in the paper, with the qualitative data collected in the first phase corresponding to: i) four exploratory interviews with two experts in the field of inclusion: David Rodrigues and Tony Booth, and two coordinators, cycle and EMAEI, from a TEIP school cluster (Lisbon), and ii) a ‘World Café” with 22 primary school teachers from this school cluster. The second phase consisted of constructing instruments and interventions and, in the third phase, 305 teachers and 82 students from the 1st to 12th grades took part by filling in a questionnaire with open and closed questions, previously validated by the researchers. The results suggest that teachers with more training and knowledge about inclusive education have more positive perceptions of their schools' inclusive cultures, policies and practices. Students also tend to perceive aspects related to the school and classroom environment positively, although they are more critical of teachers' inclusive practices than the teachers themselves.
One of the great challenges facing education systems around the world is finding solutions to include all children in schools. With this in mind, and starting from the problem of the growing multiplicity of dimensions of the diversity of students that schools welcome, and the urgency of providing an effective and appropriate educational response to all children and young people, we set out to reflect on the inclusive cultures, policies and practices identified in schools in Portugal, especially since the most recent change to the legislative framework on inclusive education (Decree Law 54/2018 and Decree Law 55/2018). To this end, we have built a theoretical framework that justifies both the problem and the results obtained: from the historical evolution of concepts to teacher professional development initiatives that can favour the development of inclusive education. It is a study of a mixed nature, inscribed in the paradigm of pragmatism, which integrates a sequential exploratory design cycle, that begins with the collection of qualitative data, the results of which are used to build instruments and interventions, followed by the collection of quantitative data and the interpretation of how these generate new results, instruments and interventions. The research took place in three phases, as explained in the paper, with the qualitative data collected in the first phase corresponding to: i) four exploratory interviews with two experts in the field of inclusion: David Rodrigues and Tony Booth, and two coordinators, cycle and EMAEI, from a TEIP school cluster (Lisbon), and ii) a ‘World Café” with 22 primary school teachers from this school cluster. The second phase consisted of constructing instruments and interventions and, in the third phase, 305 teachers and 82 students from the 1st to 12th grades took part by filling in a questionnaire with open and closed questions, previously validated by the researchers. The results suggest that teachers with more training and knowledge about inclusive education have more positive perceptions of their schools' inclusive cultures, policies and practices. Students also tend to perceive aspects related to the school and classroom environment positively, although they are more critical of teachers' inclusive practices than the teachers themselves.
Descrição
Tese de doutoramento em Educação (Formação de Professores e Supervisão), Universidade de Lisboa, Instituto de Educação, 2025.
Palavras-chave
Inclusive education Inclusive cultures Inclusive policies Inclusive practices Teachers’ Professional Development Educação inclusiva Culturas inclusivas Políticas inclusivas Práticas inclusivas Desenvolvimento Profissional Docente