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Abstract(s)
A presente investigação parte do contexto profissional da investigadora e da convicção de que um trabalho colaborativo entre o docente de Educação Especial e os professores do ensino regular poderá acarretar inúmeros benefícios.
Deste modo, a constatação do que efetivamente acontece no terreno assume toda a centralidade da nossa investigação - de que forma é que os professores descrevem e interpretam a forma como se operacionaliza, ou não (e porquê), uma cultura de colaboração entre o docente de ensino regular e o docente de Educação Especial, de modo a contribuir, não só para práticas mais inclusivas e conducentes ao sucesso educativo de alunos com NEE, mas também para o seu próprio desenvolvimento profissional.
Foi adotada uma metodologia essencialmente qualitativa e interpretativa, com a opção de uma investigação aproximada a um estudo de caso (embora, não possa ser assim considerada). As técnicas e instrumentos utilizados para a recolha de dados incluem os inquéritos por questionário, as entrevistas semi- -estruturadas e a análise documental.
Para a realização deste estudo, aplicou-se o inquérito por questionário a 14 docentes de Educação Especial e a 71 docentes do ensino regular (de diferentes graus de ensino), a lecionar num mesmo agrupamento de escolas pertencente ao QZP1. Recorreu-se, também, à realização de entrevistas ao Diretor do Agrupamento, a 2 professores de Educação Especial e a 2 docentes do ensino regular, assim como à análise documental de PEIs.
A informação obtida foi sujeita a análise estatística e análise de conteúdo, tendo sido, posteriormente, feita a triangulação dos dados recolhidos.
Os principais resultados obtidos levam a crer que, apesar de alguns avanços, verifica-se, ainda, procedimentos de colaboração algo incipientes e pouco sistemáticos. Assim sendo, a ponte entre o docente de educação especial e os professores do ensino regular está a assistir à construção dos seus alicerces, sendo que o fosso ainda poderá (co)existir em algumas área de atendimento aos alunos com NEE no contexto do Agrupamento onde procedemos à nossa investigação.
This research stems from the investigator’s professional context and it is motivated by the conviction that a collaborative work between Special Education Teachers and Regular Education Teachers may bring several benefits. Thus, the consciousness of what actually happens on the ground assumes all the centrality of our research - how teachers describe and interpret,the way a culture of collaboration is operacionalized or not (and why) between the regular education teachers and special education teachers in order to contribute, not only to more inclusive practices and conductive to the academic success of students with special educational needs, but also to their own professional development A predominantly qualitative and interpretative methodology was adopted, as well as the choice of a kind of a case study (although it can not be so regarded). The techniques and instruments used to gather the data included questionnaire surveys, semi-structured interviews and documental analysis. In this study, we applied the questionnaire survey to 14 Special Education teachers and to 71 regular education teachers (working in different levels of education), teaching in the same group of schools, belonging to QZP1. We also interviewed the School’s Headmaster, 2 Special Education teachers and 2 regular education teachers, as well as analyse sereval PEIs. The obtained information was subjected to statistical and content analysis and, afterwards, the triangulation of data was done. The main results suggest that, despite some progress, collaboration procedures are still in an embryonary and little systematic stage. Thus, the bridge between the special education teacher and regular education teachers is witnessing the construction of its foundations, and the moat can still (co) exist in some areas in what the pupils with Special Educational Needs care is concerned, in the context of de Group of Schools in which we made our research.
This research stems from the investigator’s professional context and it is motivated by the conviction that a collaborative work between Special Education Teachers and Regular Education Teachers may bring several benefits. Thus, the consciousness of what actually happens on the ground assumes all the centrality of our research - how teachers describe and interpret,the way a culture of collaboration is operacionalized or not (and why) between the regular education teachers and special education teachers in order to contribute, not only to more inclusive practices and conductive to the academic success of students with special educational needs, but also to their own professional development A predominantly qualitative and interpretative methodology was adopted, as well as the choice of a kind of a case study (although it can not be so regarded). The techniques and instruments used to gather the data included questionnaire surveys, semi-structured interviews and documental analysis. In this study, we applied the questionnaire survey to 14 Special Education teachers and to 71 regular education teachers (working in different levels of education), teaching in the same group of schools, belonging to QZP1. We also interviewed the School’s Headmaster, 2 Special Education teachers and 2 regular education teachers, as well as analyse sereval PEIs. The obtained information was subjected to statistical and content analysis and, afterwards, the triangulation of data was done. The main results suggest that, despite some progress, collaboration procedures are still in an embryonary and little systematic stage. Thus, the bridge between the special education teacher and regular education teachers is witnessing the construction of its foundations, and the moat can still (co) exist in some areas in what the pupils with Special Educational Needs care is concerned, in the context of de Group of Schools in which we made our research.
Description
Keywords
Inclusão Necessidades Educativas Especiais Profissionalidade docente Trabalho colaborativo Inclusion Special Educational Needs Teacher’s professionality Collaborative work