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Educação inclusiva: proposta de um modelo de avaliação: alguns processos e resultados
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A avaliação da educação inclusiva constitui um desafio central para os sistemas educativos contemporâneos, particularmente quando se pretende compreender de que modo as orientações políticas são concretizadas nas práticas escolares. O presente artigo apresenta o processo e alguns resultados de um estudo de caso realizado num agrupamento de escolas português, desenvolvido no âmbito de uma investigação de doutoramento, cujo objetivo foi analisar o grau de inclusão desse estabelecimento de ensino e identificar áreas de melhoria. A investigação foi orientada por dois enquadramentos conceptuais principais: o modelo input–process– output–outcome e a abordagem analítica policy–practice gap. A partir destes referenciais foi proposto um modelo de avaliação ad hoc designado INCLUIR – Interação entre Normas, Concretização, Lideranças, Usuários, Interpretações e Resultados. Metodologicamente, adotou‑se uma abordagem mista baseada na triangulação de fontes e métodos, integrando análise documental, questionários e focus groups. Participaram no estudo professores (n=78), alunos no geral (n=273), alunos pertencentes a grupos de maior vulnerabilidade (n=23) e pais ou encarregados de educação (n=113). Os resultados evidenciam um compromisso institucional relevante com a inclusão, expresso na valorização da diversidade, na colaboração entre docentes e na existência de orientações organizacionais que procuram diminuir as desvantagens de diferentes grupos de alunos. Contudo, foram também identificados desafios relacionados com, entre outros, a monitorização das práticas, o clima escolar, o envolvimento parental, a falta de concordância entre perceções dos diversos intervenientes face aos mesmos constructos. O estudo sugere que a equidade é mais bem aceite, quer por alunos quer por pais, se aplicada de forma universal ou de forma discreta, contribuindo para a importância de ser reforçado o estudo e a prática de ações pedagógicas que o permitam, como é o caso do Desenho Universal para a Aprendizagem.
Evaluating inclusive education is a central challenge for contemporary educational systems, particularly when the aim is to understand how policy guidelines are translated into school practices. This article presents the process and some results of a case study conducted in a Portuguese school cluster within the scope of a doctoral research project. The study aimed to analyze the level of inclusion within the school and to identify areas for improvement. The research was guided by two main conceptual frameworks: the input–process–output–outcome model and the policy–practice gap analytical approach. Based on these frameworks, an ad hoc evaluation model named INCLUIR – Interaction between Norms, Implementation, Leadership, Users, Interpretations and Results – was developed. Methodologically, a mixed‑methods approach based on the triangulation of data sources and methods was adopted, including document analysis, questionnaires and focus groups. Participants included teachers (n=78), students (n=273), students belonging to vulnerable groups (n=23) and parents or guardians (n=113). The results reveal a significant institutional commitment to inclusion, reflected in the value attributed to diversity, collaboration among teachers and the existence of organizational guidelines aimed at reducing the disadvantages faced by different groups of students. However, challenges were also identified concerning, among other aspects, the monitoring of practices, the school climate, parental involvement, and the lack of alignment of perceptions among different stakeholders regarding the same constructs. The study suggests that equity is more readily accepted by both students and parents when implemented universally or discreetly, highlighting the importance of reinforcing the study and practice of pedagogical actions that enable this, such as Universal Design for Learning.
Evaluating inclusive education is a central challenge for contemporary educational systems, particularly when the aim is to understand how policy guidelines are translated into school practices. This article presents the process and some results of a case study conducted in a Portuguese school cluster within the scope of a doctoral research project. The study aimed to analyze the level of inclusion within the school and to identify areas for improvement. The research was guided by two main conceptual frameworks: the input–process–output–outcome model and the policy–practice gap analytical approach. Based on these frameworks, an ad hoc evaluation model named INCLUIR – Interaction between Norms, Implementation, Leadership, Users, Interpretations and Results – was developed. Methodologically, a mixed‑methods approach based on the triangulation of data sources and methods was adopted, including document analysis, questionnaires and focus groups. Participants included teachers (n=78), students (n=273), students belonging to vulnerable groups (n=23) and parents or guardians (n=113). The results reveal a significant institutional commitment to inclusion, reflected in the value attributed to diversity, collaboration among teachers and the existence of organizational guidelines aimed at reducing the disadvantages faced by different groups of students. However, challenges were also identified concerning, among other aspects, the monitoring of practices, the school climate, parental involvement, and the lack of alignment of perceptions among different stakeholders regarding the same constructs. The study suggests that equity is more readily accepted by both students and parents when implemented universally or discreetly, highlighting the importance of reinforcing the study and practice of pedagogical actions that enable this, such as Universal Design for Learning.
Descrição
Palavras-chave
Educação inclusiva Avaliação da educação inclusiva Equidade Inclusive education Inclusive education evaluation Equity
Contexto Educativo
Citação
Editora
Universidade Católica Portuguesa