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Abstract(s)
O presente trabalho corresponde a uma dissertação académica conducente ao grau de doutoramento em Ciências da Educação, na vertente de Aprofundamento em Administração e Organização Escolar, onde tentamos perceber o percurso de construção de uma Escola inclusiva que denominamos AE.
Para responder aos objetivos de investigação optamos por um enquadramento teórico, recorrendo a um processo de revisão bibliográfica, enquadrado nas Ciências da Educação, mais especificamente na evolução histórica do atendimento à diferença – da exclusão à inclusão - e na concetualização da Educação Inclusiva convocando modelos convergentes e componentes de construção da Escola Para Todos, nomeadamente o papel das lideranças, da formação de professores e do trabalho colaborativo, correspondendo à primeira parte do nosso estudo. Do ponto de vista empírico, a segunda parte integra a justificação metodológica, a contextualização da pesquisa, com especial enfoque no programa (Especial)idades da Casa, na sua cronologia e nas suas potencialidades de alinhamento com a educação inclusiva, bem como a análise dos dados e discussão de resultados recolhidos no âmbito do estudo empírico. Por último, apresentam-se as considerações finais, respeitantes a todo o percurso
investigativo Destacamos que se trata de um estudo de caso intrínseco, de cariz quali-quanti, que contou com a participação de vários elementos representativos do contexto de investigação. Desta forma pretendemos, ainda que de forma modesta, contribuir para o debate que se vem fazendo em torno da construção da escola inclusiva desenvolvendo este estudo que reúne, para além da curiosidade científica da investigadora, a crença relativamente à utilidade que, eventualmente poderá ter, para todos os atores envolvidos, um maior conhecimento e aprofundamento desta temática para responder, efetivamente, aos enormes desafios colocados à Escola pra Todos.
This work corresponds to an academic dissertation leading to a doctoral degree in Educational Sciences, in the field of Deepening in School Administration and Organization, where we try to understand the way of building an inclusive School that we call AE. To respond to the research objectives, we opted for a theoretical framework, using a bibliographic review process, framed in Educational Sciences, more specifically in the historical evolution of attending to the difference - from exclusion to inclusion - and in the conceptualization of Inclusive Education summoning convergent models and components of the construction of School for All, namely the role of leaders, teacher training and collaborative work, corresponding to the first part of our study. From an empirical point of view, the second part integrates the methodological justification, the contextualization of the research, with a special focus on the Specialities of the House program, its chronology and its potential for alignment with inclusive education, as well as the analysis of data and discussion of the results collected in the context of the empirical study. Finally, we present the final considerations, concerning the entire investigative path. We emphasize that this is an intrinsic case study, of a quali-quanti nature, which included the participation of several representative elements of the research context. In this way, we intend, in a modest way, to contribute to the debate that has been taking place around the building of inclusive school by developing this study that brings together, in addition to the researcher's scientific curiosity, the belief regarding the usefulness that it may eventually have for everyone. the actors involved, greater knowledge and deepening of this theme to effectively respond to the enormous challenges posed to School for All.
This work corresponds to an academic dissertation leading to a doctoral degree in Educational Sciences, in the field of Deepening in School Administration and Organization, where we try to understand the way of building an inclusive School that we call AE. To respond to the research objectives, we opted for a theoretical framework, using a bibliographic review process, framed in Educational Sciences, more specifically in the historical evolution of attending to the difference - from exclusion to inclusion - and in the conceptualization of Inclusive Education summoning convergent models and components of the construction of School for All, namely the role of leaders, teacher training and collaborative work, corresponding to the first part of our study. From an empirical point of view, the second part integrates the methodological justification, the contextualization of the research, with a special focus on the Specialities of the House program, its chronology and its potential for alignment with inclusive education, as well as the analysis of data and discussion of the results collected in the context of the empirical study. Finally, we present the final considerations, concerning the entire investigative path. We emphasize that this is an intrinsic case study, of a quali-quanti nature, which included the participation of several representative elements of the research context. In this way, we intend, in a modest way, to contribute to the debate that has been taking place around the building of inclusive school by developing this study that brings together, in addition to the researcher's scientific curiosity, the belief regarding the usefulness that it may eventually have for everyone. the actors involved, greater knowledge and deepening of this theme to effectively respond to the enormous challenges posed to School for All.
Description
Keywords
Educação inclusiva Sucesso Qualidade Organização escolar Transformação Inclusive education Success Quality School organization Transformation