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Abstract(s)
A escola inclusiva constitui uma matéria atual no mundo e na Guiné-Bissau. Este estudo
exploratório-descritivo e de natureza qualitativa concretizado num estudo de casos múltiplos
visou conhecer os progressos e desafios da educação inclusiva no ensino primário guineense.
Centrou-se intencionalmente, em duas escolas assumidamente inclusivas numa comunidade
de Bissau, recorrendo a entrevistas semidiretivas a dois Diretores Gerais do Ministério de
Educação na Guiné-Bissau, a dois Diretores das escolas inclusivas, a quatro professores, a
quatro encarregados de educação e a um representante dos alunos. Como principais
resultados foi possível conhecer perspectivas sobre a inclusão/exclusão da criança com
necessidades específicas no ensino primário guineense; Identificar mecanismos e estratégias
de inclusão escolar; saber como têm os pais/encarregados das crianças com deficiências
lidado com esta situação no ambiente familiar e na comunidade; e perspetivar o papel dos
agentes educativos no processo de inclusão escolar das crianças com necessidades específicas
no ensino primário guineense. Como principal conclusão, emerge a urgência de educar e
formar para a consciencialização da população sobre a importância da inclusão, sobretudo, a
inclusão escolar nas diversas comunidades de Bissau.
Inclusive school is a current subject in the world and in Guinea-Bissau. This exploratory descriptive and qualitative study carried out in a multiple case study aimed to know the progress and challenges of inclusive education in Guinean primary education. It intentionally focused on two openly inclusive schools in a community in Bissau, using semi-directive interviews with two General Directors of the Ministry of Education in Guinea-Bissau, two directors of inclusive schools, four teachers, four parents and a student representative. As main results, it was possible to know perspectives on the inclusion/exclusion of children with specific needs in Guinean primary education; Identify mechanisms and strategies for school inclusion; knowing how parents/guardians of children with disabilities have dealt with this situation in the family environment and in the community; and to put into perspective the role of educational agents in the process of school inclusion of children with specific needs in Guinean primary education. As a main conclusion, emerges the urgency of educating and training to make the population aware of the importance of inclusion, above all, school inclusion in the various communities of Bissau.
Inclusive school is a current subject in the world and in Guinea-Bissau. This exploratory descriptive and qualitative study carried out in a multiple case study aimed to know the progress and challenges of inclusive education in Guinean primary education. It intentionally focused on two openly inclusive schools in a community in Bissau, using semi-directive interviews with two General Directors of the Ministry of Education in Guinea-Bissau, two directors of inclusive schools, four teachers, four parents and a student representative. As main results, it was possible to know perspectives on the inclusion/exclusion of children with specific needs in Guinean primary education; Identify mechanisms and strategies for school inclusion; knowing how parents/guardians of children with disabilities have dealt with this situation in the family environment and in the community; and to put into perspective the role of educational agents in the process of school inclusion of children with specific needs in Guinean primary education. As a main conclusion, emerges the urgency of educating and training to make the population aware of the importance of inclusion, above all, school inclusion in the various communities of Bissau.
Description
Keywords
educação inclusiva ensino primário Guiné-Bissau educational inclusion primary school Guinea Bissau