Ser docente de educação especial : um ideal a cumprir e um desafio a vencer um contributo para o estudo das suas práticas
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2018
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Esta investigação tem como objeto de estudo as práticas desenvolvidas pelos Docentes de Educação Especial (DEE), junto dos alunos considerados com Necessidades Educativas Especiais (NEE), num contexto em que o paradigma da Educação Especial e da Educação Inclusiva se confrontam, lutando cada um pela conquista do seu espaço. Pretende compreender como os DEE percecionam, agem, gerem e avaliam o trabalho de apoio aos alunos considerados com NEE. Para a recolha de informações, foram aplicadas duas técnicas: o inquérito por questionário e a observação naturalista. Os questionários foram distribuídos à totalidade da população de DEE do distrito de Leiria, em 2013/2014. Para a análise da informação do questionário foi utilizada a folha de cálculo do Microsoft Excel. Foi utilizado o software IBM SPSS Statistics, versão 21, para importar os dados. A observação naturalista, uma metodologia qualitativa, focou-se nas rotinas de trabalho de três DEE, no Jardim de Infância, no 1.º ciclo e no gabinete de Educação Especial, com destaque para as formas de trabalho e modalidades de apoio. Realizámos as observações naturalistas em dois Agrupamentos de Escolas, do distrito de Leiria, em abril, maio e junho de 2016, durante as atividades letivas e após as mesmas atividades. Os comportamentos não-verbais foram registados pelo investigador e os comportamentos verbais foram audiogravados. A análise da informação recolhida obrigou ao levantamento de categorias temáticas, subcategorias e indicadores que emergiram do conteúdo transcrito de cada unidade de contexto, tendo como background os objetivos da observação. Apurámos, através dos dados do questionário, que os DEE apresentaram respostas mais concordantes no que diz respeito a fazer trabalho de cooperação com os professores do Ensino Regular e em disponibilizar informação técnica e saberes específicos sobre os alunos. Através das observações constatou-se que os Docentes de Educação Especial apoiaram os alunos considerados com Necessidades Educativas Especiais, sentados na mesa de trabalho do aluno, individualmente ou em pequeno grupo, integrando ou não as atividades da classe. As Educadoras de Infância e os Professores do Ensino Regular observados assumiram o papel principal junto destes alunos, mostrando não reconhecer os DEE que trabalharam nas suas salas como pares efetivos. O facto de dois docentes, com formações diferenciadas, coexistirem na sala de aula, não altera nem a sua organização nem a dinâmica do ensino e da aprendizagem, o que naturalmente não traz benefícios nem para os alunos, nem para os próprios docentes.
This research has the object of study focused on the practices implemented with students who are deemed with Special Educational Needs (SEN), in a context where the paradigm of Special Education and Inclusive Education face each other, each fighting for their own space. It aims to understand how Special Education Teachers (SETs) perceive, act, manage and assess the support given to students deemed to have Special Educational Needs. Two techniques were employed for data collection: a survey by questionnaire and naturalistic observation. The questionnaire was handed out to the whole population of SETs in the Leiria county, in the 2013/2014 academic year. The survey by questionnaire used a quantitative methodology with recourse to a Microsoft Excel spreadsheet. The software for statistical analysis IBM SPSS Statistics, version 21, was used to import the data from the Microsoft Excel spreadsheet. The naturalistic observation used a qualitative methodology. It focused on the work routines of three Special Education Teachers, in the Nursery, in the 1st cycle, and in the Special Education office, with special emphasis on their work patterns and support modalities. We conducted the naturalistic observations in two School Groups from two municipalities in the Leiria county, in the months of April, May and June 2016, during and after the school activities. Non-verbal behaviour was recorded by the researcher, and verbal behaviour was audiotaped. The analysis forced us to make an inventory of the topic categories, subcategories and indicators which emerged from the transcribed contents of each context unit, with the observation objectives as background. From the questionnaire data, we ascertained that SETs offered more receptive responses vis-à-vis doing cooperative work with Regular Education teachers as well as volunteering technical information and specific knowledge on the students. The observations enabled us to determine that Special Education Teachers supported students deemed to have Special Educational Needs, sat at the students’ worktable, individually or in a small group, whether integrating class activities or not. The Nursery School Teachers and the Regular Education Teachers observed took on the leading role with these students, evidencing that they did not acknowledge the Special Education Teachers who worked in their classrooms as actual peers. The fact that two teachers, with differentiated training backgrounds, coexisted in the classroom did not change its organization or the teaching-learning dynamics, which, obviously, did not benefit either the students or the teachers themselves.
This research has the object of study focused on the practices implemented with students who are deemed with Special Educational Needs (SEN), in a context where the paradigm of Special Education and Inclusive Education face each other, each fighting for their own space. It aims to understand how Special Education Teachers (SETs) perceive, act, manage and assess the support given to students deemed to have Special Educational Needs. Two techniques were employed for data collection: a survey by questionnaire and naturalistic observation. The questionnaire was handed out to the whole population of SETs in the Leiria county, in the 2013/2014 academic year. The survey by questionnaire used a quantitative methodology with recourse to a Microsoft Excel spreadsheet. The software for statistical analysis IBM SPSS Statistics, version 21, was used to import the data from the Microsoft Excel spreadsheet. The naturalistic observation used a qualitative methodology. It focused on the work routines of three Special Education Teachers, in the Nursery, in the 1st cycle, and in the Special Education office, with special emphasis on their work patterns and support modalities. We conducted the naturalistic observations in two School Groups from two municipalities in the Leiria county, in the months of April, May and June 2016, during and after the school activities. Non-verbal behaviour was recorded by the researcher, and verbal behaviour was audiotaped. The analysis forced us to make an inventory of the topic categories, subcategories and indicators which emerged from the transcribed contents of each context unit, with the observation objectives as background. From the questionnaire data, we ascertained that SETs offered more receptive responses vis-à-vis doing cooperative work with Regular Education teachers as well as volunteering technical information and specific knowledge on the students. The observations enabled us to determine that Special Education Teachers supported students deemed to have Special Educational Needs, sat at the students’ worktable, individually or in a small group, whether integrating class activities or not. The Nursery School Teachers and the Regular Education Teachers observed took on the leading role with these students, evidencing that they did not acknowledge the Special Education Teachers who worked in their classrooms as actual peers. The fact that two teachers, with differentiated training backgrounds, coexisted in the classroom did not change its organization or the teaching-learning dynamics, which, obviously, did not benefit either the students or the teachers themselves.
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Orientação : Isabel Rodrigues Sanches da Fonseca
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, DOCÊNCIA, PROFESSORES, EDUCAÇÃO INCLUSIVA, NECESSIDADES EDUCATIVAS ESPECIAIS, ENSINO, PRÁTICAS EDUCATIVAS, EDUCATION, SPECIAL EDUCATION, TEACHING, TEACHERS, INCLUSIVE EDUCATION, SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL PRACTICES