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Formação de Professores para a Diferenciação Pedagógica
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Nos dias de hoje, é amplamente aceite que não atender às diferentes características, dificuldades e necessidades dos alunos colocará em risco uma missão principal da escola, que é promover a aprendizagem e o desenvolvimento individual e coletivo dos alunos na comunidade. A educação inclusiva tem estimulado as escolas a responder a essa diversidade, propondo caminhos de aprendizagem adequados para cada um deles. A diferenciação pedagógica é uma abordagem ao ensino que surge como uma resposta apropriada à diversidade dos alunos, pois cria oportunidades para que todos tenham acesso a um currículo de qualidade, participem ativamente nas suas aprendizagens e tenham sucesso. No entanto, apesar dos resultados positivos que a diferenciação tem na participação e aprendizagem dos alunos, os professores tendem a implementá-la pouco, sobretudo por questões relacionadas com o seu insuficiente conhecimento sobre ela, a falta de recursos e apoios e as suas crenças. Assim, com o intuito de promover a sua utilização mais regular, uma mudança de crenças é fundamental. Contudo, a literatura aponta dificuldades na concretização desse processo, embora saliente que uma mudança nas práticas, em contexto de formação, pode facilitar a mudança de crenças. Tendo por base estes pressupostos, esta investigação procura compreender o processo de mudança de práticas e de crenças dos professores relativas à diferenciação pedagógica, em contexto de formação contínua, e os aspetos desse contexto que são facilitadores e inibidores da adoção de novas práticas e da mudança de crenças. É um estudo de caso de natureza mista, com recurso ao inquérito por questionário, à observação não participante, à análise documental, às entrevistas não estruturadas em contexto de formação e às entrevistas semiestruturadas. Com o presente estudo conclui-se que há uma relação, complexa e assimétrica, entre a mudança de práticas e a mudança de crenças dos professores relativas à diferenciação e que a mudança de práticas, em contexto formativo orientado por determinadas condições, facilita uma mudança de crenças, sendo a diferenciação um aspeto relevante neste processo.
Nowadays it is broadly accepted that not attending to students’ different characteristics, difficulties and needs will jeopardize one main mission of the school, which is to promote students’ learning and individual and collective development within the community. Inclusive education has encouraged schools to respond to students’ diversity by presenting appropriate learning paths for each one of them. Differentiated instruction is an approach to teaching that emerges as an adequate response to students’ diversity, as it creates opportunities for every student to have access to a quality curriculum, and to actively participate in their learning and succeed. However, despite the positive results that differentiation has on students’ participation and learning, teachers do not implement it as often, mainly due to issues related to teachers' insufficient knowledge of it, lack of resources and support and their beliefs. Thus, to promote a more regular use of differentiation, a change of beliefs is fundamental. However, the literature points to difficulties in achieving this process, but stresses that a change in practices, in the context of training, can make it easier to change beliefs. Based on these assumptions, this investigation seeks to understand the process of changing teachers' practices and beliefs regarding differentiated instruction in the context of in-service training, and the aspects of this context that are facilitators and inhibitors of the adoption of new practices and the change of beliefs. It is a case study of a mixed nature, using questionnaire survey, nonparticipant observation, documentary analysis, unstructured interviews in the training context and semi-structured interviews. With the present study it is concluded that there is a complex and asymmetric relationship between the change of practices and the change of beliefs related to differentiation and that changing practices, in a training context guided by certain conditions, facilitates a change in beliefs, with differentiation being a relevant aspect in this process.
Nowadays it is broadly accepted that not attending to students’ different characteristics, difficulties and needs will jeopardize one main mission of the school, which is to promote students’ learning and individual and collective development within the community. Inclusive education has encouraged schools to respond to students’ diversity by presenting appropriate learning paths for each one of them. Differentiated instruction is an approach to teaching that emerges as an adequate response to students’ diversity, as it creates opportunities for every student to have access to a quality curriculum, and to actively participate in their learning and succeed. However, despite the positive results that differentiation has on students’ participation and learning, teachers do not implement it as often, mainly due to issues related to teachers' insufficient knowledge of it, lack of resources and support and their beliefs. Thus, to promote a more regular use of differentiation, a change of beliefs is fundamental. However, the literature points to difficulties in achieving this process, but stresses that a change in practices, in the context of training, can make it easier to change beliefs. Based on these assumptions, this investigation seeks to understand the process of changing teachers' practices and beliefs regarding differentiated instruction in the context of in-service training, and the aspects of this context that are facilitators and inhibitors of the adoption of new practices and the change of beliefs. It is a case study of a mixed nature, using questionnaire survey, nonparticipant observation, documentary analysis, unstructured interviews in the training context and semi-structured interviews. With the present study it is concluded that there is a complex and asymmetric relationship between the change of practices and the change of beliefs related to differentiation and that changing practices, in a training context guided by certain conditions, facilitates a change in beliefs, with differentiation being a relevant aspect in this process.
Descrição
Palavras-chave
diferenciação pedagógica mudança educacional formação contínua crenças differentiated instruction educational change in-service training beliefs