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O presente estudo enquadra-se na área das Ciências da Educação, centrando-se na problemática da educação inclusiva e na importância que a liderança assume face ao desenvolvimento deste paradigma educacional, no contexto de uma comunidade aprendente. O objetivo fundamental do estudo consiste em dissertar sobre a educação inclusiva e a sua exequibilidade e em averiguar em que medida a liderança pode ser promotora e potenciadora duma cultura inclusiva, que favoreça o envolvimento de toda a comunidade educativa, famílias e instituições do meio, num processo de mútua aprendizagem, em que a
rede criada se traduza num bem para todos. A investigação efetuada foi desenvolvida a partir de um quadro teórico onde se apresentam as questões de maior relevância no âmbito da problemática da inclusão e da influência que o tipo de liderança pode exercer nas pessoas e na organização, de modo a
construir, progressivamente, uma comunidade aprendente. Pretendeu-se fazer uma abordagem, ainda que incompleta, da sociedade atual, das suas potencialidades e complexidades, assumindo-as como novos desafios para a educação e para as lideranças, descrever o itinerário das políticas educativas de inclusão, percecionar a visão dos docentes, técnicos, encarregados de educação, alunos e assistentes educativos sobre o tema em estudo, assim como identificar a perceção da comunidade escolar sobre o colégio
como escola inclusiva. Na investigação empírica, procurámos obter dados a partir da observação das
dinâmicas realizadas no colégio e do projeto curricular de cada etapa, de questionários realizados aos docentes, aos encarregados de educação e aos alunos das turmas selecionadas, de entrevistas às assistentes educativas e da participação nas reuniões da Direção Executiva, do Conselho Pedagógico, do Conselho de Docentes, do Conselho de Educadoras e do Conselho de Coordenação. O Serviço de Psicologia e de Orientação (SPO) e o Departamento de Educação Especial foram campo de colheita de dados relevantes para este estudo. No que concerne à metodologia, optou-se por uma metodologia mista qualitativa e quantitativa, privilegiando uma natureza compreensiva e interpretativa, de caráter descritivo.
Os resultados encontrados possibilitam abrir novas perspetivas de melhoria da educação inclusiva e despertam para a responsabilidade educativa de todos os atores na construção de percursos felizes, onde a metamorfose da comunidade aprendente seja a parábola que todos comungam.
The present study falls in the area of the educational science, focusing on the problem of inclusive education and the importance of leadership to the development of this educational paradigm, in the context of a learning community. The central objective of the study is to understand inclusive education and its feasibility and to ascertain the extent to which leadership can be a promoter and an accelerator of the inclusive culture, involving the whole educational community, families and institutions through a process of mutual learning, in which the network created can be translated into real benefits for everyone. The research performed was developed from a theoretical framework that allowed us to raise the relevant questions regarding inclusion and the influence that a type of leadership can exert on people and organization, in order to build, progressively, a community of learners. It was intended to make an approach, although incomplete, about the current society, reflecting on its potential and complexities, assuming them as new challenges for education and for leadership, describing the itinerary of the educational policies of inclusion, perceiving the vision of teachers, coaches, parents, students and educational assistants on the topic under study, as well as to identify the perceptions of the school community on the college, as an inclusive school. Through the empirical research, we were able to obtain data from different sources: observation of the dynamics carried out at the school and the curriculum project of each grade, questionnaires made to the teachers, parents and students of the selected classes, interviews with educational assistants and participation in meetings of the Executive Board, the Pedagogical Council, the Teachers Council, the Educators Council and the Coordinating Council. It was also obtained the feedback from The Psychology and Guidance Service (SPO) and the Department of Special Education. Concerning methodology, a qualitative and quantitative mixed methodology was chosen, favoring a comprehensive and interpretative nature of a descriptive character. The results we found allow us to open new perspectives for the improvement of inclusive education and to awake to the educational responsibility of all actors in the construction of happy journeys, where the metamorphosis of the learning community is the parable that everyone shares.
The present study falls in the area of the educational science, focusing on the problem of inclusive education and the importance of leadership to the development of this educational paradigm, in the context of a learning community. The central objective of the study is to understand inclusive education and its feasibility and to ascertain the extent to which leadership can be a promoter and an accelerator of the inclusive culture, involving the whole educational community, families and institutions through a process of mutual learning, in which the network created can be translated into real benefits for everyone. The research performed was developed from a theoretical framework that allowed us to raise the relevant questions regarding inclusion and the influence that a type of leadership can exert on people and organization, in order to build, progressively, a community of learners. It was intended to make an approach, although incomplete, about the current society, reflecting on its potential and complexities, assuming them as new challenges for education and for leadership, describing the itinerary of the educational policies of inclusion, perceiving the vision of teachers, coaches, parents, students and educational assistants on the topic under study, as well as to identify the perceptions of the school community on the college, as an inclusive school. Through the empirical research, we were able to obtain data from different sources: observation of the dynamics carried out at the school and the curriculum project of each grade, questionnaires made to the teachers, parents and students of the selected classes, interviews with educational assistants and participation in meetings of the Executive Board, the Pedagogical Council, the Teachers Council, the Educators Council and the Coordinating Council. It was also obtained the feedback from The Psychology and Guidance Service (SPO) and the Department of Special Education. Concerning methodology, a qualitative and quantitative mixed methodology was chosen, favoring a comprehensive and interpretative nature of a descriptive character. The results we found allow us to open new perspectives for the improvement of inclusive education and to awake to the educational responsibility of all actors in the construction of happy journeys, where the metamorphosis of the learning community is the parable that everyone shares.
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Palavras-chave
Inclusão Liderança Equipas Aprendizagem Comunidade aprendente Inclusion Leadership Teams Learning Learning community