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Advisor(s)
Abstract(s)
Ao longo dos tempos, a escola tem vindo a modificar o seu modo de atuar, de forma a
dar respostas mais adequadas às necessidades educativas dos alunos. O conceito de inclusão,
na sua vertente educativa, tem por base o pressuposto de assegurar a todos os alunos o direito
a uma adequada educação, nas escolas do ensino regular das suas localidades,
independentemente das suas características ou dificuldades.
A implementação de um modelo inclusivo requer uma planificação sistemática e
flexível, colaborativa, apoiada, entre outros, num conjunto de parâmetros, tais como: a cultura
da escola; as características dos seus líderes; a participação de todos; os recursos e os apoios
disponíveis e as estratégias de intervenção e de avaliação.
O presente trabalho assenta as suas bases numa análise geral das organizações
integradas por duas estruturas aparentemente antagónicas, mas cuja relações se tornam
nitidamente visíveis a todos aqueles que nela participam. Neste âmbito, e tomando a escola
como uma organização com elevado nível de interações humanas, alguns dos conceitos
associados às organizações empresariais foram naturalmente aplicados à educação. Mas, a
visão humanista das organizações interpôs-se ao levantar questões de âmbito contingencial,
do foro motivacional e situacional, elevando assim, a problemática do modelo burocrático
racional a outro patamar.
Com efeito, só será possível construir uma escola inclusiva, se as lideranças, às quais
pertenço há três anos, incutirem hábitos de confiança, aliados a uma valorização do trabalho
colaborativo entre os diferentes “atores” educativos de modo a tornarem a escola num lugar
aprazível, de cordiais relações laborais e dum consistente desempenho pedagógico.
Assim, ao falarmos e pensarmos Educação significa falar e pensar num conjunto de
“atores” que têm a necessidade de interagir para atingir o objetivo último que é educar as
crianças e jovens, chegar a todos os alunos, de uma determinada localidade.
Neste contexto estruturei este Relatório Reflexão em duas partes centrais: na primeira
parte apresentarei um enquadramento conceptual e teórico acerca da organização “Escola”,
dando ênfase ao modelo burocrático/racional e cultural, sem deixar de teorizar um pouco a
área central do mesmo: inclusão; na segunda parte procurarei estabelecer uma relação entre a
democratização da escola e a implementação de uma cultura escolar inclusiva, através da
atuação do diretor, ou seja, o papel do diretor de escola na formação de uma cultura escolar
inclusiva, procurando dar testemunho da política educativa desenvolvida na minha escola, consubstanciada no documento de referência e estruturante da vida da escola, que é o Projeto
Educativo de Escola, no pressuposto de se tornar uma escola de sucesso e inclusiva.
Over the years, the school has been changing its way of acting, in order to provide more suitable answers to the educational needs of their students. The inclusion concept in its educational perspective is based on the assumption that all students have the right to a proper education in local schools of regular education, regardless their individualities or difficulties. The implementation of an inclusive model requires a systematic, flexible and collaborative, planning supported by a set of parameters such as the school culture, the characteristics of its leaders, the community participation, available resources, the intervention and evaluation strategies. The present work is based on global analysis that organizations support two apparently antagonistic concepts, but whose relations are visible to all participants. The school is an organization with a vast level of human interactions, therefore some of the concepts associated with business organizations were applied to education. However, the humanist view of the organizations raised issues of contingency, motivational and situational matter, taking the problematic of bureaucratic rational model to another level. In fact, it will only be possible to build an inclusive school if the leaderships, that I belong for three years now, build up relations based on trust, allied with collaborative work among the different educational "actors" in order to school became a pleasant place with consistent pedagogical performance. So, talking and thinking education, means speaking and thinking about a group of actors which needs to interact to achieve the crucial goal – educate children and young reaching all students from a particular area. Therefore, this report / reflection has been structured in two central parts: Firstly, I’ll present a conceptual and theoretical context about the organization ”ESCOLA”, emphasizing the bureaucratic/rational and cultural model and theorizing about the main issue: inclusion. In the second part I will try to establish a relationship between the democratization of school and the implementation of an inclusive school culture, through the director's role on the establishment of an inclusive school culture. At the same time, I’ll try to give my personal testimony about the educational policy developed in my school, based on the structuring document - the “Projeto Educativo de Escola” on the assumption of becoming a successful and inclusive school.
Over the years, the school has been changing its way of acting, in order to provide more suitable answers to the educational needs of their students. The inclusion concept in its educational perspective is based on the assumption that all students have the right to a proper education in local schools of regular education, regardless their individualities or difficulties. The implementation of an inclusive model requires a systematic, flexible and collaborative, planning supported by a set of parameters such as the school culture, the characteristics of its leaders, the community participation, available resources, the intervention and evaluation strategies. The present work is based on global analysis that organizations support two apparently antagonistic concepts, but whose relations are visible to all participants. The school is an organization with a vast level of human interactions, therefore some of the concepts associated with business organizations were applied to education. However, the humanist view of the organizations raised issues of contingency, motivational and situational matter, taking the problematic of bureaucratic rational model to another level. In fact, it will only be possible to build an inclusive school if the leaderships, that I belong for three years now, build up relations based on trust, allied with collaborative work among the different educational "actors" in order to school became a pleasant place with consistent pedagogical performance. So, talking and thinking education, means speaking and thinking about a group of actors which needs to interact to achieve the crucial goal – educate children and young reaching all students from a particular area. Therefore, this report / reflection has been structured in two central parts: Firstly, I’ll present a conceptual and theoretical context about the organization ”ESCOLA”, emphasizing the bureaucratic/rational and cultural model and theorizing about the main issue: inclusion. In the second part I will try to establish a relationship between the democratization of school and the implementation of an inclusive school culture, through the director's role on the establishment of an inclusive school culture. At the same time, I’ll try to give my personal testimony about the educational policy developed in my school, based on the structuring document - the “Projeto Educativo de Escola” on the assumption of becoming a successful and inclusive school.
Description
Keywords
Escola Integração Inclusão Organizações Necessidades educativas especiais School Integration Inclusion Organizations Special educational needs