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As questões em torno da inclusão escolar à luz da educação inclusiva pautada em princípios fundamentais de equidade, igualdade de oportunidade, a fim de oferecer uma escola mais justa e de qualidade educativa a todos os alunos, independente das especificidades, tem sido, nos últimos anos, um grande desafio para os sistemas de ensino em várias partes do mundo. A pertinência e urgência em torno da problemática relativa ao pensar e fazer inclusivo nos motivou a conhecer duas realidades distintas e a estudar as suas particularidades no campo da educação inclusiva. Relativamente a isto, buscou-
se refletir sobre este assunto, considerado relevante para as Ciências da Educação, por diversos investigadores e das mais diversas formas. Visto que não há um consenso quanto à concetualização e sobre o fazer inclusivo, por se tratar de um processo que apresenta desafios para as políticas educativas e de natureza prática, há a necessidade de uma reorientação do modelo escolar vigente. Posto isto, buscou-se investigar como, em cenários diferentes, a educação inclusiva é concebida e praticada, a partir de uma escola no Brasil e outra em Portugal. Deste modo, partimos do suposto que a Educação Inclusiva é um direito de todos e orientada para que responda à diversidade de todos os alunos. Neste sentido, procurámos perceber, em contextos distintos, como é percecionada e quais as práticas reais. Este estudo é de matriz qualitativa, com aporte descritivo que evidencia elementos do contexto natural. Tem como estratégia de investigação o estudo de caso, tendo-se utilizado instrumentos diversificados de recolha (e.g. entrevista, focus group, recolha documental). Os dados foram analisados em 4 dimensões distintas: (1) Contextos; (2) Recursos; (3) Processos e; (4) Impactos percebidos. Esta tese constitui-se de três capítulos principais. No primeiro capítulo é apresentado o enquadramento teórico, estruturado a partir dos conceitos e modelos de educação inclusiva. Está constituído conceptualmente por várias definições e enfoques diversos. No primeiro momento refere o que é uma educação inclusiva, seguido do entendimento sobre os modelos de educação inclusiva e como são definidas as escolas inclusivas. No segundo momento apresenta as políticas educativas em educação inclusiva a partir de dois campos empíricos Portugal e Brasil. No segundo capítulo é apresentado o método de estudo, no qual são colocadas as questões e problema de investigação, através do detalhamento do caso e dos participantes do estudo, os procedimentos de recolha com os instrumento adotados entrevista, grupos focais e recolha e análise documental e por fim os procedimentos de análise de dados. Por fim, o terceiro capítulo trata da apresentação e discussão dos resultados a partir da análise dos dados a fim de refletir sobre o pensar e fazer a educação inclusiva no Brasil e em Portugal promoverá uma reflexão sobre a educação inclusiva a partir das conceções e práticas nos dois países, sendo observadas questões no âmbito organizacional e pedagógicos nestas realidades, mas também ponderando sobre as estruturas de organização e instrumentos como o Projeto Político Pedagógico, no Brasil e o Projeto Educativo em Portugal, bem como a BNCC e os Decretos nº 54 e 55/2018 são tão relevantes para traduzir a realidade da educação inclusiva nos dois países. Os dados foram organizados e analisados qualitativamente, com base em categorias de análise. Com o resultado da pesquisa, identificou-se que a educação inclusiva tem enfoques diferentes e apresenta conceção e práticas pedagógicas também diferenciadas, embora haja convergência diante da prática profissional de alguns docentes que “resistem” às mudanças que o paradigma da educação inclusiva exige, dificultando, assim, o processo. Por outro lado, a maioria entende de maneira positiva os valores inclusivos, como o direito de todos à educação, assim como o apoio e suporte das estruturas escolares. Apesar de algumas contradições relativamente aos processos de inclusão e às dinâmicas organizacionais, percebe-se que há um caminho ainda a ser percorrido, que implica, ao nível de mentalidade dos professores, uma mudança no seu fazer pedagógico. Isto envolve uma articulação entre formação e atuação e uma visão alicerçada numa dimensão mais holística, assim como o reconhecimento de é urgente desenvolver práticas pedagógicas que valorizem um trabalho mais colaborativo, diversificar os recursos metodológicos e flexibilizar os currículos e investir na formação docente para valorizar a autonomia do aluno na construção do seu processo educativo. No Brasil, apesar da vasta legislação ao longo das últimas décadas, ainda há um caminho a percorrer no campo da Educação Especial, de modo a centrar as ações em torno dos alunos que apresentam deficiência, seja esta de natureza física ou cognitiva. Em Portugal, em consonância com o que propõem as orientações das políticas internacionais de inclusão, o Decreto-Lei n.º54/2018 de 06 de julho de 2018 introduz a implementação de uma proposta que reorienta as práticas das escolas e dos seus profissionais e que, assim, reflete mudanças nas ações e no modelo de uma educação mais inclusiva. Diante disto, este trabalho buscou contribuir para as discussões neste campo de investigação, que, apesar de incluir já estudos significativos, continua a ser de grande importância e complexidade, necessitando, deste modo, de um aprofundamento relativamente aos modelos de educação inclusiva. Dada a centralidade desta perspetiva, no seio desta investigação, espera-se contribuir para a discussão em torno desta temática.
Issues around school inclusion, in light of inclusive education based on fundamental principles of equity and equal opportunity, in order to offer a fairer school with educational quality to all students regardless of specificities, have posed a considerable challenge for educational systems in various parts of the world in recent years. The relevance and urgency of inclusive thought and action motivated us to learn from two different realities and to study the education that means to be inclusive in its particularities. In this regard, we sought to reflect on this subject, which has been a topic studied by several researchers due to its relevance to Educational Sciences in recent years, in several diverse ways. As there is no consensus regarding the conceptualization and inclusive action, and because this is a process that poses challenges to educational policies and of practical nature, a reorientation of the prevailing school model, which has already shown significant improvements, is required. That said, we sought to investigate how, in different scenarios, inclusive education is conceived and practiced in a school in Brazil and in another one in Portugal. Thus, we assume that Inclusive Education is everyone's right and is oriented to respond to the diversity of students. As such, we seek to understand how it is perceived and the actual practices in different contexts. In order to achieve this goal, a theoretical construct was used, based on the axes of inclusive education policies and essential dimensions, so as to analyse both scenarios. This study is of a qualitative matrix and the descriptive contribution that highlights elements of the natural context is in accordance with the proposed objectives; its research strategy is the case study, thus allowing us to know these realities. Mixed instruments were used for data collection. The data were analysed in 4 distinct dimensions: (1) Contexts; (2) Resources; (3) Processes; and (4) Impacts. In Brazil, despite the vast legislation issued over the last decades, it presents Special (needs) Education in the perspective of inclusive education, and it centres its actions on students with disabilities, both of physical or cognitive nature. In Portugal, in line with the proposed guidelines for international inclusion policies, the publication of the Decree-Law no. 54/2018 of 6th July 2018 implements a proposal that reorients school practices and their professionals, therefore reflecting changes in actions and in a more inclusive education model. Considering the above-mentioned, this paper seeks to contribute to further discussions in this field of research, which, despite significant studies, remains of great importance and complexity, hence requiring further development regarding inclusive education models. This thesis consists of three main chapters. The first chapter presents the theoretical framework, structured from the concepts and models of inclusive education. It is conceptually constituted by several definitions and diverse approaches. At first, it refers to what inclusive education is, followed by an understanding of inclusive education models and how inclusive schools are defined. In the second moment, it presents the educational policies in inclusive education from two empirical fields Portugal and Brazil. In the second chapter, the study method is presented, in which the research questions and problem are posed, through the detailing of the case and the study participants, the collection procedures with the instruments adopted, interview, focus groups and document collection and analysis and and finally, data analysis procedures. Finally, the third chapter deals with the presentation and discussion of the results from the analysis of the data in order to reflect on thinking and doing inclusive education in Brazil and in Portugal, it will promote a reflection on inclusive education from the conceptions and practices in two countries, observing organizational and pedagogical issues in these realities, but also considering organizational structures and instruments such as the Political Pedagogical Project in Brazil and the Educational Project in Portugal, as well as the BNCC and Decrees nº 54 and 55 /2018 are so relevant to translate the reality of inclusive education in both countries. The data were organised and analysed qualitatively based on different categories of analysis. As a result of this research, it was concluded that Inclusive Education may have different approaches, different conceptions as well as differentiated pedagogical practices, although there is a convergence towards the professional practice of some teachers who still “resist” the changes that the inclusive education paradigm requires, thus making the process more difficult. On the other hand, most see inclusive values in a positive light such as the right to education for all as well as the support of the AEE (Atendimento Educacional Especializado) in Brazil and EMAEI (Equipa Multidisciplinar de Apoio à Educação Inclusiva) in Portugal. We have concluded that despite some contradictions regarding inclusion processes and organisational dynamics, what is perceived is that there is still some work to be done which implies a change in the teachers' mentality in their pedagogical practice, even when recognising the complexity of the situation as it involves an articulation between training and performance, the need to have a more holistic perspective and the recognition that it is urgent to develop pedagogical practices that may value more collaborative work, diversify methodological resources, make curricula more flexible and invest in teacher training to value the student's autonomy in the construction of their own educational process. Given the centrality of this perspective in this research, we expect it to greatly contribute to the discussions on the topic.
Issues around school inclusion, in light of inclusive education based on fundamental principles of equity and equal opportunity, in order to offer a fairer school with educational quality to all students regardless of specificities, have posed a considerable challenge for educational systems in various parts of the world in recent years. The relevance and urgency of inclusive thought and action motivated us to learn from two different realities and to study the education that means to be inclusive in its particularities. In this regard, we sought to reflect on this subject, which has been a topic studied by several researchers due to its relevance to Educational Sciences in recent years, in several diverse ways. As there is no consensus regarding the conceptualization and inclusive action, and because this is a process that poses challenges to educational policies and of practical nature, a reorientation of the prevailing school model, which has already shown significant improvements, is required. That said, we sought to investigate how, in different scenarios, inclusive education is conceived and practiced in a school in Brazil and in another one in Portugal. Thus, we assume that Inclusive Education is everyone's right and is oriented to respond to the diversity of students. As such, we seek to understand how it is perceived and the actual practices in different contexts. In order to achieve this goal, a theoretical construct was used, based on the axes of inclusive education policies and essential dimensions, so as to analyse both scenarios. This study is of a qualitative matrix and the descriptive contribution that highlights elements of the natural context is in accordance with the proposed objectives; its research strategy is the case study, thus allowing us to know these realities. Mixed instruments were used for data collection. The data were analysed in 4 distinct dimensions: (1) Contexts; (2) Resources; (3) Processes; and (4) Impacts. In Brazil, despite the vast legislation issued over the last decades, it presents Special (needs) Education in the perspective of inclusive education, and it centres its actions on students with disabilities, both of physical or cognitive nature. In Portugal, in line with the proposed guidelines for international inclusion policies, the publication of the Decree-Law no. 54/2018 of 6th July 2018 implements a proposal that reorients school practices and their professionals, therefore reflecting changes in actions and in a more inclusive education model. Considering the above-mentioned, this paper seeks to contribute to further discussions in this field of research, which, despite significant studies, remains of great importance and complexity, hence requiring further development regarding inclusive education models. This thesis consists of three main chapters. The first chapter presents the theoretical framework, structured from the concepts and models of inclusive education. It is conceptually constituted by several definitions and diverse approaches. At first, it refers to what inclusive education is, followed by an understanding of inclusive education models and how inclusive schools are defined. In the second moment, it presents the educational policies in inclusive education from two empirical fields Portugal and Brazil. In the second chapter, the study method is presented, in which the research questions and problem are posed, through the detailing of the case and the study participants, the collection procedures with the instruments adopted, interview, focus groups and document collection and analysis and and finally, data analysis procedures. Finally, the third chapter deals with the presentation and discussion of the results from the analysis of the data in order to reflect on thinking and doing inclusive education in Brazil and in Portugal, it will promote a reflection on inclusive education from the conceptions and practices in two countries, observing organizational and pedagogical issues in these realities, but also considering organizational structures and instruments such as the Political Pedagogical Project in Brazil and the Educational Project in Portugal, as well as the BNCC and Decrees nº 54 and 55 /2018 are so relevant to translate the reality of inclusive education in both countries. The data were organised and analysed qualitatively based on different categories of analysis. As a result of this research, it was concluded that Inclusive Education may have different approaches, different conceptions as well as differentiated pedagogical practices, although there is a convergence towards the professional practice of some teachers who still “resist” the changes that the inclusive education paradigm requires, thus making the process more difficult. On the other hand, most see inclusive values in a positive light such as the right to education for all as well as the support of the AEE (Atendimento Educacional Especializado) in Brazil and EMAEI (Equipa Multidisciplinar de Apoio à Educação Inclusiva) in Portugal. We have concluded that despite some contradictions regarding inclusion processes and organisational dynamics, what is perceived is that there is still some work to be done which implies a change in the teachers' mentality in their pedagogical practice, even when recognising the complexity of the situation as it involves an articulation between training and performance, the need to have a more holistic perspective and the recognition that it is urgent to develop pedagogical practices that may value more collaborative work, diversify methodological resources, make curricula more flexible and invest in teacher training to value the student's autonomy in the construction of their own educational process. Given the centrality of this perspective in this research, we expect it to greatly contribute to the discussions on the topic.
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Palavras-chave
Educação inclusiva Estudo de caso Brasil Portugal Inclusive education Educational inclusion Case study Inclusive models Decree-law 54/2018