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A colaboração pedagógica entre educadores do ensino regular/educadores do apoio educativo
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Orientador(es)
Resumo(s)
Com esta investigação pretendemos saber se as educadoras do apoio educativo e as
educadoras do ensino regular exercem as suas práticas pedagógicas em colaboração, a
que níveis o fazem e qual o procedimento que utilizam; neste sentido, analisámos,
igualmente, o Projecto Curricular de Escola.
Com efeito, esta dissertação é constituída por duas partes: - A primeira respeita ao
enquadramento legal e teórico e a segunda à componente metodológica e ao trabalho de
campo, baseado na análise das doze (12) entrevistas às docentes do ensino regular e do
apoio educativo e à Presidente do órgão de gestão da escola. Sendo assim, no
enquadramento legal, recorremos aos normativos que servem de suporte legal para a
educação das crianças com NEE; No quadro teórico, efectuamos uma abordagem
conceptual à temática em estudo, recorrendo a diversos autores, na tentativa de
fundamentar e clarificar esse assunto no ensino do pré-escolar; reflectimos, ainda, sobre
a funcionalidade e a necessidade da acção colaborativa entre essas docentes e,
consequentemente, sobre o papel desempenhado pelas educadores e pela escola nesse
sentido.
No enquadramento metodológico, seguimos as orientações duma análise
Interpretativa/Fenomenológica de modo a alcançarmos resposta para as questões
formuladas por nós sobre: A opinião dos educadores, relativamente às concepções e
orientações de integração no jardim-de-infância das crianças com N.E.E, à Intervenção
educativa e partilhada/Modos de actuação conjunta e sobre as dificuldades/facilidades
na sua prática educativa. Com efeito, os dados que se reportam a um contexto específico
de um determinado período, foram analisados e posteriormente apresentados os seus
resultados; depois, procurámos verificar quais os aspectos coincidentes e os aspectos
divergentes das opiniões das docentes. Finalmente, concluímos e reflectimos sobre
esses resultados.
The object of this study is to understand if the educators of education support and the educators of regular teaching exercise their pedogogy in colaboration, at what level it is done and what procedures they use, for the purpose, we also looked into the curricullum project of the school. In fact this dissertation is divided in two parts: -the fist part has to do with the legal and theorical framing and, the second to do with methodology componente and the work field, based on the analysies of twelve (12) interviews with teachers of regular teaching and the educational support, with the President of the team of school management. The same way on the legal framing we recurred to normatives used as legal support for education of children with NEE, on the theoric aspect a conceptual approch to the subject was carried out, for the purpose, recurring to several authors aiming to find and clarify the matter of teaching at pre-school; we also had some reflection on the functionality and need for colaboration between teachers and, therefore on the role played by educators and the school for this purpose. On the method framing the orientation of the analysis followed Interpretative/Phenomenology so to obtain answers to our questions about: The opinion of educators on the concept and orientation at the kindergarden for children with NEE, the ways for shared intervention and the difficulties/facilities of educational practice. In fact the data on the specific context of a given time was analysed and later the results were provided; then we looked for to understand the agreeing and discordant aspects on the opinion of teachers. Finally, we came to conclusions and reflected upon the results.
The object of this study is to understand if the educators of education support and the educators of regular teaching exercise their pedogogy in colaboration, at what level it is done and what procedures they use, for the purpose, we also looked into the curricullum project of the school. In fact this dissertation is divided in two parts: -the fist part has to do with the legal and theorical framing and, the second to do with methodology componente and the work field, based on the analysies of twelve (12) interviews with teachers of regular teaching and the educational support, with the President of the team of school management. The same way on the legal framing we recurred to normatives used as legal support for education of children with NEE, on the theoric aspect a conceptual approch to the subject was carried out, for the purpose, recurring to several authors aiming to find and clarify the matter of teaching at pre-school; we also had some reflection on the functionality and need for colaboration between teachers and, therefore on the role played by educators and the school for this purpose. On the method framing the orientation of the analysis followed Interpretative/Phenomenology so to obtain answers to our questions about: The opinion of educators on the concept and orientation at the kindergarden for children with NEE, the ways for shared intervention and the difficulties/facilities of educational practice. In fact the data on the specific context of a given time was analysed and later the results were provided; then we looked for to understand the agreeing and discordant aspects on the opinion of teachers. Finally, we came to conclusions and reflected upon the results.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular - Análise da Relação Pedagógica), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Teoria e Desenvolvimento Curricular - Relação Pedagógica Educadores Colaboração pedagógica Apoios educativos