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Inclusão de estudantes do 2º ciclo nas escolas portuguesas : a relação com os pares
| Name: | Description: | Size: | Format: | |
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| 3.15 MB | Adobe PDF |
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Abstract(s)
O presente estudo explora as atitudes de aceitação e rejeição entre estudantes com e sem deficiência, com foco na análise das medidas de apoio à aprendizagem no contexto escolar, analisando a forma como estas influenciam a inclusão no 2.º ciclo do ensino básico em escolas portuguesas. Foi adotada uma metodologia mista, recorrendo-se ao teste sociométrico para avaliar as preferências e rejeições nas relações entre pares, e a entrevistas semi-estruturadas para aprofundar as perceções dos alunos sobre a inclusão dos colegas com medidas de suporte à aprendizagem e inclusão. Participaram 95 alunos de cinco turmas do 5.º e 6.º anos de um Agrupamento de Escolas do norte de Portugal. A análise sociométrica permitiu calcular os índices de estatuto social (IES), de estatuto preferencial (IEP) e de coesão grupal. As entrevistas foram analisadas por via de análise temática, através do programa NVivo. Os resultados revelam que os alunos com medidas de apoio à aprendizagem e à inclusão tendem a ocupar posições periféricas nas redes de relações sociais das turmas, registando níveis mais baixos de aceitação e mais elevados de rejeição. Apesar disso, alguns alunos com medidas educativas expressaram sentimentos subjetivos de bem-estar e integração. A triangulação dos dados revelou discrepâncias entre perceções e realidade sociométrica, destacando a complexidade do fenómeno da inclusão escolar. Este estudo reforça a importância de promover práticas educativas inclusivas que contemplem não só a adaptação curricular e o apoio pedagógico, mas também o reforço das relações interpessoais entre os alunos como elemento central para escolas mais inclusivas.
The present study explores attitudes of acceptance and rejection among students with and without disabilities, with a focus on analysing learning support measures within the school context and examining how these measures influence inclusion in the 2nd cycle of basic education in Portuguese schools. A mixed-methods approach was adopted, combining sociometric testing to assess peer preferences and rejections, with semi-structured interviews to investigate students’ perceptions of their peers who receive learning support measures. The sample consisted of 95 students from five 5th- and 6th-grade classes in a school cluster located in northern Portugal. Sociometric analysis enabled the calculation of social status indices, preferential status indices, and group cohesion levels. The interviews were analysed thematically using NVivo software. Findings indicate that students receiving educational support tend to occupy peripheral positions within classroom social networks, displaying lower levels of peer acceptance and higher levels of rejection. Nevertheless, some of these students reported subjective feelings of well-being and inclusion. The triangulation of data revealed discrepancies between perceived and actual sociometric status, highlighting the complexity of school inclusion processes. This study reinforces the importance of implementing inclusive educational practices that go beyond curricular and pedagogical adjustments to also foster interpersonal relationships among students as a key factor for more inclusive schools.
The present study explores attitudes of acceptance and rejection among students with and without disabilities, with a focus on analysing learning support measures within the school context and examining how these measures influence inclusion in the 2nd cycle of basic education in Portuguese schools. A mixed-methods approach was adopted, combining sociometric testing to assess peer preferences and rejections, with semi-structured interviews to investigate students’ perceptions of their peers who receive learning support measures. The sample consisted of 95 students from five 5th- and 6th-grade classes in a school cluster located in northern Portugal. Sociometric analysis enabled the calculation of social status indices, preferential status indices, and group cohesion levels. The interviews were analysed thematically using NVivo software. Findings indicate that students receiving educational support tend to occupy peripheral positions within classroom social networks, displaying lower levels of peer acceptance and higher levels of rejection. Nevertheless, some of these students reported subjective feelings of well-being and inclusion. The triangulation of data revealed discrepancies between perceived and actual sociometric status, highlighting the complexity of school inclusion processes. This study reinforces the importance of implementing inclusive educational practices that go beyond curricular and pedagogical adjustments to also foster interpersonal relationships among students as a key factor for more inclusive schools.
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Keywords
Inclusão escolar Medidas de suporte à aprendizagem e inclusão Deficiência Aceitação e rejeição social Relações entre pares Sociometria School inclusion Disability Peer acceptance and rejection Peer relationships Sociometry Learning support measures
Pedagogical Context
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Without CC licence