A Negociação em contexto de Sala de Aula : a perceção dos docentes
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2013
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Uma educação inclusiva assenta numa filosofia que adota e admite a diversidade nas escolas, defendendo o acesso de todos à educação escolar, independentemente das suas diferenças. Na atualidade, a educação é declarada como elemento fundamental para uma sociedade globalizada e centralizada na aquisição de competências, instituindo um valor estratégico para o desenvolvimento dos alunos e da sociedade.
O objetivo deste estudo será avaliar se o género, experiência profissional, grupo disciplinar (professores de educação física com os restantes professores do 2º, 3º ciclos e ensino secundário), experiência profissional com alunos com Necessidades Educativas Especiais e o contacto, na infância e juventude, com pessoas com deficiência, influenciam as perceções dos docentes sobre os processos de negociação na sala de aula.
O trabalho apresenta um desenho de estudo observacional, de carácter transversal (Cross – Sectional), verificando a existência de relação entre as variáveis, por meio da amostra, agrupada em cinco intervalos, de modo a compreender se estes têm influência na perceção dos Professores, face à qualidade do processo educativo.
A recolha de dados é de natureza quantitativa, utilizando medidas numéricas para aferir as hipóteses.
O estudo desenvolvido baseou-se numa recolha de dados qualitativa, o instrumento utilizado foi um inquérito por questionamento. O questionário é composto por várias questões de carácter fechado. Para a obtenção deste processo, foi utilizado o questionário da autoria (ASA-PPP, Leitão, 2012). “As percepções dos professores sobre a aprendizagem na sala de aula”. A fidelidade global da escala, alpha de cronbach, é 87,2.
Em termos estatísticos, pretende-se utilizar uma estatística descritiva, onde se compare médias e desvio padrão, nomeadamente o Teste T (Mann – Whitney) e o ANOVA (Kruskal – Wallis).
Os resultados deste estudo não confirmaram nenhuma das cinco hipóteses levantadas, indicando a não existência de diferenças significativas relativamente à perceção dos professores na negociação em relação ao género, experiência profissional, grupo disciplinar (professores de Educação Física com os restantes professores do 2º, 3º ciclos e ensino secundário), experiência profissional com alunos com Necessidades Educativas Especiais e o contacto, na infância e juventude, com pessoas com deficiência (Variáveis Independentes). Verificou-se que não foram constatadas diferenças significativas nesta investigação, tendo sido então consideradas nulas estas cinco hipóteses estudadas.
Contudo, reconhecemos os claros benefícios da negociação professor/aluno e que é fundamental tornar estes agentes ativos e participativos no processo educativo.
An education for everyone is based on a philosophy that adopts and admits diversity in schools, defending the access of everybody to school education, in spite of the differences that may exist. Nowadays, education is defined as an essential element to a global society and centered in acquiring competences, establishing a strategic value to the students’ and society development. The objective of this study is to evaluate if the gender, professional experience, subject group (physical education teachers together with the other second and third cycle teachers and secondary teachers as well), the professional experience with students that have special needs in what concerns education, and the contact, in childhood and youth, with people with disabilities, influence the teacher’s perception on the negotiation process in class. This essay presents an observational study drawing of transversal character (Cross-Sectional), verifying the existence of a relation between variables, thought a sample, grouped in five intervals, as a way of understanding if they have influence in the Teachers’ perception, in what concerns the educational process. The data collection is of quantitative nature, using numeric measures to assess hypothesis. The study I developed was based on a collection of quantitative data; the instrument used was the survey by questioning. The questionnaire is composed of several questions of closed character. To obtain this result was used the questionnaire by (ASA_PPP, Leitão, 2012). “The teachers’ perceptions of classroom apprenticeship”. Global scale-alpha loyalty 87,2. In statistic terms, the aim is to use a descriptive statistic, where it is able to compare means and standard deviation, namely the T Test (Mann-Whitney) and the ANOVA (Kruskal –Wallis). The results of this study do not confirm any of the five hypothesis raised, pointing the non-existence of relevant differences in what concerns the teachers’ perception in Negotiation in relation to gender, professional experience, subject group (physical education teachers together with the other second and third cycle teachers and secondary teachers as well), the professional experience with students that have special needs in what concerns education, and the contact, in childhood and youth, with people with disability (Independent Variables). It was found that there weren’t observed significant differences in this investigation, and so the five hypothesis studied were considered null. However, we recognize the clear benefits of the teacher/student negotiation, it’s crucial to render these agents active and participants in the educational process.
An education for everyone is based on a philosophy that adopts and admits diversity in schools, defending the access of everybody to school education, in spite of the differences that may exist. Nowadays, education is defined as an essential element to a global society and centered in acquiring competences, establishing a strategic value to the students’ and society development. The objective of this study is to evaluate if the gender, professional experience, subject group (physical education teachers together with the other second and third cycle teachers and secondary teachers as well), the professional experience with students that have special needs in what concerns education, and the contact, in childhood and youth, with people with disabilities, influence the teacher’s perception on the negotiation process in class. This essay presents an observational study drawing of transversal character (Cross-Sectional), verifying the existence of a relation between variables, thought a sample, grouped in five intervals, as a way of understanding if they have influence in the Teachers’ perception, in what concerns the educational process. The data collection is of quantitative nature, using numeric measures to assess hypothesis. The study I developed was based on a collection of quantitative data; the instrument used was the survey by questioning. The questionnaire is composed of several questions of closed character. To obtain this result was used the questionnaire by (ASA_PPP, Leitão, 2012). “The teachers’ perceptions of classroom apprenticeship”. Global scale-alpha loyalty 87,2. In statistic terms, the aim is to use a descriptive statistic, where it is able to compare means and standard deviation, namely the T Test (Mann-Whitney) and the ANOVA (Kruskal –Wallis). The results of this study do not confirm any of the five hypothesis raised, pointing the non-existence of relevant differences in what concerns the teachers’ perception in Negotiation in relation to gender, professional experience, subject group (physical education teachers together with the other second and third cycle teachers and secondary teachers as well), the professional experience with students that have special needs in what concerns education, and the contact, in childhood and youth, with people with disability (Independent Variables). It was found that there weren’t observed significant differences in this investigation, and so the five hypothesis studied were considered null. However, we recognize the clear benefits of the teacher/student negotiation, it’s crucial to render these agents active and participants in the educational process.
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Orientação : Francisco Alberto Ramos Leitão
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO, EDUCATION, ENSINO DA EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION TEACHING, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION, EDUCAÇÃO INCLUSIVA, INCLUSIVE EDUCATION, NECESSIDADES EDUCATIVAS ESPECIAIS, SPECIAL EDUCATIONAL NEEDS, NEGOCIAÇÃO, NEGOTIATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, COOPERAÇÃO, COOPERATION, PERCEÇÃO, PERCEPTION, PROFESSORES, TEACHERS, ALUNOS, STUDENTS, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, DESPORTO, SPORT