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A aposta numa educação mais inclusiva é hoje uma prioridade em diferentes países, que se reflete nas opções políticas, nas práticas das escolas e dos profissionais e na investigação em educação. Em Portugal, reafirma-se a importância da inclusão, o que se reveste de visibilidade através, por exemplo, da publicação do Decreto-Lei nº 54/2018 de 06 de julho. Estas opções de caráter político refletem-se necessariamente nas práticas das escolas e dos profissionais, introduzindo desafios relevantes ao pensamento e ação em educação. Alguns trabalhos têm vindo a assinalar as mudanças ocorridas em diversos países no sentido de configurar modelos de educação mais inclusivas assim como os desafios que daqui advém. Este trabalho procura contribuir para esta linha de investigação ao explorar as conceções e práticas inclusivas bem como as mudanças decorrentes da implementação do Decreto-Lei n.º 54/2018, relativo à educação inclusiva nas escolas portuguesas. Realizou-se um estudo de natureza qualitativa, estudo de caso, em dois agrupamentos de escolas do norte do país. Foram realizadas entrevistas semiestruturadas a um total de 18 participantes (encarregados de educação, docentes, coordenadores da EMAEI, professores de educação especial, psicólogas e a direção de cada Agrupamento). Assinalamos a presença de conceções e perspetivas alinhadas com princípios de inclusão que favorecem a compreensão da legislação proposta e a reflexão acerca das práticas de educação inclusiva. Os resultados deste estudo demonstram que ocorreram efetivamente mudanças relativas à elegibilidade dos alunos, aos apoios prestados, o primeiro aspeto, e certamente o mais falado, foi a necessidade de recursos educacionais e de formação atempada sobre a temática. Daqui decorrem implicações relevantes do ponto de vista organizacional e pedagógico que enunciamos na conclusão deste trabalho.
The investment on a more inclusive education is now a priority in different countries, which is reflected in the political options, in the practices of schools and professionals and in research in education. In Portugal, the importance of inclusion is reaffirmed, which is visible through, for example, the publication of Decree-Law No. 54/2018 of 06 July. These political options are necessarily reflected in the practices of schools and professionals, introducing relevant challenges to thought and action in education. Some works have been highlighting the changes that have occurred in several countries in order to configure more inclusive models of education as well as the challenges that arise from this. This work seeks to contribute to this line of research by exploring inclusive conceptions and practices as well as the changes resulting from the implementation of Decree-Law No. 54/2018, on inclusive education in Portuguese schools. A qualitative study, a case study, was carried out in two groups of schools in the north of the country. Semi-structured interviews were conducted with a total of 17 participants (parents, teachers, EMAEI coordinators, special education teachers, psychologists and the direction of each school). We point out the presence of conceptions and perspectives aligned with the principles of inclusion that favour the understanding of the proposed legislation and the reflection about inclusive education practices. The results of this study demonstrate that changes have actually occurred regarding the eligibility of students, the support provided, the first aspect, and certainly the most talked about, was the need for educational resources and timely training on the subject. Hence relevant implications from the organizational and pedagogical point of view that we enunciated at the conclusion of this work.
The investment on a more inclusive education is now a priority in different countries, which is reflected in the political options, in the practices of schools and professionals and in research in education. In Portugal, the importance of inclusion is reaffirmed, which is visible through, for example, the publication of Decree-Law No. 54/2018 of 06 July. These political options are necessarily reflected in the practices of schools and professionals, introducing relevant challenges to thought and action in education. Some works have been highlighting the changes that have occurred in several countries in order to configure more inclusive models of education as well as the challenges that arise from this. This work seeks to contribute to this line of research by exploring inclusive conceptions and practices as well as the changes resulting from the implementation of Decree-Law No. 54/2018, on inclusive education in Portuguese schools. A qualitative study, a case study, was carried out in two groups of schools in the north of the country. Semi-structured interviews were conducted with a total of 17 participants (parents, teachers, EMAEI coordinators, special education teachers, psychologists and the direction of each school). We point out the presence of conceptions and perspectives aligned with the principles of inclusion that favour the understanding of the proposed legislation and the reflection about inclusive education practices. The results of this study demonstrate that changes have actually occurred regarding the eligibility of students, the support provided, the first aspect, and certainly the most talked about, was the need for educational resources and timely training on the subject. Hence relevant implications from the organizational and pedagogical point of view that we enunciated at the conclusion of this work.
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Educação inclusiva Decreto-lei nº 54/2018 Mudança Inclusive education Decree-law no. 54/2018 Change