O universo da supervisão: uma abordagem inclusiva no domínio da inserção profissional

Abstract

Resumo A presente pesquisa tem como principal objetivo questionar e repensar profundamente a forma e o conteúdo da abordagem inclusiva no universo da supervisão afeta aos Estágios da Inserção Profissional (EIP). Com recurso à Metodologia Quantitativa e a um inquérito por questionário (207 inquiridos) aplicado a estagiários e a professores (supervisores ou cooperantes) da região de Trás-os-Montes e Alto Douro - Portugal, pode-se perceber, a partir dos resultados obtidos, que as instituições de Ensino Superior (IES) devem reestruturar os seus curricula e promover ações de formação e sensibilização extracurriculares sobre a inclusão de pessoas com deficiência nesse contexto. Torna-se ainda evidente que os professores (supervisores ou cooperantes) que observam, acompanham e avaliam os EIP deveriam ter formação específica na área da Inclusão e/ou Educação Especial ou, em alternativa, a constituição dessas equipas deveria contar com um profissional especializado nessas áreas.

Rethinking teacher training from an inclusive and community dialogical perspective

“…The education of students with special needs is conducted in regular classes under the slogan of a school for all (Buckley & Quinlivan, 2023;Correia, 2013;Friend, Cook, Hurley-Chamberlain, & Shamberg, 2010;Morgado, 2015;Sassaki, 2010;Shouse & Strutchens, 2020;UNESCO, 2009UNESCO, , 2015Völlinger & Supanc, 2020) aiming to secure a quality education. In most cases but especially when it comes to integration and inclusion, the teacher plays a crucial role because of the demands and difficulties that a student with particular traits may have (Morgado, Silva, & Rodrigues, 2018).…”

“…Education is defined as the awakening and development of all the innate capabilities of human beings to realise a personal project of life or preferentially, the integral development of the human person. Teachers can and should be the lever for the success of their students, overcoming difficulties and countless barriers that are often difficult to subdue in the path of fulfilling their duties particularly social and educational ones (Morgado et al, 2018). The complete educational activities and the teaching-learning process performed by the teacher and the school and upheld by the community (Beckford & Lekule, 2022;Correia, 2013;Cosgrove, Jewell, & Payne, 2020;Furlan, Faria, Lozano, Bazon, & Gomes, 2020;Hammond & Ingalls, 2003;Konečná, Smolka, Trčková, Václavíková, & Žáček, 2023;Leatherman, 2009;Mantoan, 2015;Navarro-Varas & Núñez-Pomar, 2018;Wilkins & Nietfeld, 2004) will only be fruitful if they know the critical and human mass they confront and for whom they culminate working.…”

“…Nonetheless, many opine that the teacher's role is paramount to the success of teaching (Alarcão & Tavares, 2013;Azevedo, 2012;Morgado, 2015;Morgado et al, 2018). The creation of teacher training is an important issue since it is the most delicate idea in light of current developments in the education sector.…”

Educar en diversidad en la formación inicial docente: una revisión sistemática

“…Otra de las exigencias declaradas por estudiantes de Portugal es la reestructuración de los planes de estudio, la sensibilización y la capacitación sobre la inclusión, enfatizando que esta formación se otorgue de manera especial y al inicio del proceso de práctica a los supervisores o tutores universitarios y a los profesores guía o maestros cooperantes, de tal modo que el acompañamiento y la evaluación incorporen los principios del área de inclusión y/o educación para necesidades especiales. Idealmente se debiera contemplar la presencia de un experto en esta área (Morgado et al, 2018).…”

The Role of the Teacher: Function, Missions and Timeless Purposes

“…With regard to the teaching function, another of the great roles, of the many that he has in charge, the teacher, according to Perrenoud (1997, p. 25) must be aware that "teaching is, first of all, to make the knowledge artisanally, making it teachable, exercisable and evaluable in the framework of a class, a year, a schedule, a system of communication and work". Several authors present some professional competences that include: organizing and animating learning situations; managing the progression of learning; designing and developing differentiation devices; involving students in their learning and work; working as a team; participating in school management; informing and involving parents; using new technologies; confronting the duties and ethical dilemmas of the profession; managing their own ongoing training (Perrenoud, 1997;Morgado, 2015;Nóvoa, 2021;Celestino et al, 2024;Morgado et al, 2024;Novoa-Echaurren, 2024 ). The symbiosis of established relationships between teachers and students is somehow the nerve center of the whole pedagogical process.…”