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A função da supervisão pedagógica no apoio aos professores que atendem os alunos com deficiência nas escolas inclusivas do ensino primário em Luanda
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O presente trabalho, surge no curso de Doutoramento em formação de professores e supervisão, no tema educação especial, com o título “A função da supervisão pedagógica no apoio aos professores que atendem alunos com deficiência nas escolas inclusivas”. Teve como objectivo Compreender a influência da supervisão pedagógica no trabalho dos professores que atendem os alunos com deficiência nas escolas inclusivas do ensino primário. O contexto de estudo é a província de Luanda, República de Angola
Em Angola crescem os esforços a nível político, administrativo e técnico no sentido de viabilizar condições para que todas as crianças em idade escolar tenham acesso ao sistema de ensino e educação independentemente da sua condição.
Uma das questões mais levantadas quando se fala da inclusão escolar em Angola, é como será materializada em escolas onde os professores na sua formação inicial, não receberam as bases necessárias para atender os alunos da educação especial. Professores que nunca tiveram nem formação nem alguma aula prática ou estágio com alunos público-alvo da educação especial terão necessariamente dificuldades em trabalhar de forma inclusiva.
Quanto a esta questão, entendemos que o professor necessita de assessoria para poder enfrentar o novo paradigma. Impõe-se o acompanhamento, a orientação e o diálogo permanente entre o professor e profissionais mais experientes e melhor treinados para o efeito. Logo, a existência de uma supervisão pedagógica eficaz se faz necessária para dar o suporte necessário ao professor.
De abordagem qualitativa na perspectiva interpretativa o estudo desenvolveu-se com base na observação não participante e nas entrevistas semiestruturadas aplicadas aos participantes as quais foram sujeitas posteriormente a análise de conteúdo. A investigação foi desenvolvida em 2 escolas inclusivas da província de Luanda.
Participam da pesquisa: Os agentes educativos que exercem a função de supervisão pedagógica (os directores gerais e pedagógicos das escolas, coordenadores de classe, professores das mesmas) e supervisores externos.
A nossa pesquisa concluiu que não existem orientações específicas dos supervisores em relação aos alunos da educação especial logo ficam limitados no acompanhamento ao trabalho com os professores que atendem os alunos com deficiência, os supervisores externos embora deixem recomendações não apoiam na resolução das dificuldades. Os professores têm dificuldades de planificar estratégias para trabalhar com alunos com deficiência. Existe uma carência de formação em supervisão pedagógica por parte dos agentes educativos que exercem a função de supervisão.
The present work appears in the PhD course in teacher training and supervision, on the topic of special education, with the title “The role of pedagogical supervision in supporting teachers who serve students with disabilities in inclusive schools”. of pedagogical supervision in the work of teachers who assist students with disabilities in inclusive primary schools. The study context is the province of Luanda, Republic of Angola In Angola, efforts are growing at a political, administrative and technical level to ensure that all school-age children have access to the education system regardless of their condition. One of the most frequently raised questions when talking about school inclusion in Angola is how it will materialize in schools where teachers, in their initial training, did not receive the necessary foundations to serve special education students. Teachers who have never had training or any practical classes or internships with special education target students will necessarily have difficulty working in an inclusive way. Regarding this issue, we understand that teachers need assistance in order to face the new paradigm. Monitoring, guidance and permanent dialogue between the teacher and more experienced professionals who are better trained for this purpose are required. Therefore, the existence of effective pedagogical supervision is necessary to provide the necessary support to the teacher. With a qualitative approach from an interpretative perspective, the study was developed based on non- participant observation, and semi-structured interviews applied to participants, which were subsequently subjected to content analysis. The investigation was carried out in 2 inclusive schools in the province of Luanda. Participating in the research are: Educational agents who perform the role of pedagogical supervision (general and pedagogical directors of schools, class coordinators, teachers) and external supervisors. Our research concluded that there are no specific guidelines from supervisors in relation to special education students, so they are limited in monitoring the work with teachers who serve students with disabilities. External supervisors, although they leave recommendations, do not support the resolution of difficulties. Teachers find it difficult to plan strategies to work with students with disabilities. There is a lack of training in pedagogical supervision on the part of educational agents who carry out supervision.
The present work appears in the PhD course in teacher training and supervision, on the topic of special education, with the title “The role of pedagogical supervision in supporting teachers who serve students with disabilities in inclusive schools”. of pedagogical supervision in the work of teachers who assist students with disabilities in inclusive primary schools. The study context is the province of Luanda, Republic of Angola In Angola, efforts are growing at a political, administrative and technical level to ensure that all school-age children have access to the education system regardless of their condition. One of the most frequently raised questions when talking about school inclusion in Angola is how it will materialize in schools where teachers, in their initial training, did not receive the necessary foundations to serve special education students. Teachers who have never had training or any practical classes or internships with special education target students will necessarily have difficulty working in an inclusive way. Regarding this issue, we understand that teachers need assistance in order to face the new paradigm. Monitoring, guidance and permanent dialogue between the teacher and more experienced professionals who are better trained for this purpose are required. Therefore, the existence of effective pedagogical supervision is necessary to provide the necessary support to the teacher. With a qualitative approach from an interpretative perspective, the study was developed based on non- participant observation, and semi-structured interviews applied to participants, which were subsequently subjected to content analysis. The investigation was carried out in 2 inclusive schools in the province of Luanda. Participating in the research are: Educational agents who perform the role of pedagogical supervision (general and pedagogical directors of schools, class coordinators, teachers) and external supervisors. Our research concluded that there are no specific guidelines from supervisors in relation to special education students, so they are limited in monitoring the work with teachers who serve students with disabilities. External supervisors, although they leave recommendations, do not support the resolution of difficulties. Teachers find it difficult to plan strategies to work with students with disabilities. There is a lack of training in pedagogical supervision on the part of educational agents who carry out supervision.
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Palavras-chave
Supervisão pedagógica Desenvolvimento profissional docente Alunos com deficiência Escolas inclusivas Pedagogical supervision Teaching professional development Disabled Students Inclusive Schools